Ann S. Rosebery

The Coat Traps All Your Body Heat: Heterogeneity as Fundamental to Learning.

This article explores heterogeneity as fundamental to learning. Inspired by Bakhtins notion of heteroglossia, a design team consisting of an experienced classroom teacher and 2 researchers investigated how a class of 3rd and 4th graders came to understand disciplinary points of view on heat, heat transfer, and the particulate nature of matter. Through a series of planned and unplanned encounters, official versions of the Second Law of Thermodynamics and the particulate view of matter were juxtaposed with varied domains of experience of heat transfer and phase change in water. We analyze the childrens discourse to examine how they populated these phenomena with meaning and what they learned in the process. We conclude by describing key principles and a conundrum that emerged from this research.

Desettling Expectations in Science Education

Calls for the improvement of science education in the USA continue unabated, with particular concern for the quality of learning opportunities for students from historically nondominant communities. Despite many and varied efforts, the field continues to struggle to create robust, meaningful forms of science education. We argue that ‘settled expectations’ in schooling function to (a) restrict the content and form of science valued and communicated through science education and (b) locate students, particularly those from nondominant communities, in untenable epistemological positions that work against engagement in meaningful science learning. In this article we examine two episodes with the intention of reimagining the relationship between science learning, classroom teaching, and emerging understandings of grounding concepts in scientific fields – a process we call desettling. Building from the examples, we draw out some key ways in which desettling and reimagining core relations between nature and culture can shift possibilities in learning and development, particularly for nondominant students.

A Componential Approach to Training Reading Skills: Part 2. Decoding and Use of Context

This is the second of two articles that describe the development and evaluation of three component-specific instructional systems for improving critical reading skills. The skill components that were the focus of training have been shown in prior research to represent particular sources of processing difficulty for young adult, poor readers and, based on a model of component interaction, were predicted to have a potentially strong impact on the performance of other component processes. Part 1 presented the evaluation of SPEED, a system designed to develop automaticity in the ability to perceptually encode multiletter units that appear in words. Part 2 describes the evaluation of the RACER and SKI JUMP systems, which focus respectively on developing automaticity in phonological decoding of orthographic information in words and the use of context frames in retrieving and integrating word meanings. In both the RACER and SKI JUMP training studies, all subjects achieved highly accurate and efficient levels of ...

Science Assessments and English Language Learners: Validity Evidence Based on Response Processes

English language learners (ELLs) and their teachers, schools, and communities face increasingly high-stakes consequences due to test score gaps between ELLs and non-ELLs. It is essential that the field of educational assessment continue to investigate the meaning of these test score gaps. This article discusses the findings of an exploratory study of the response processes of grade 5 ELLs and non-ELLs on multiple-choice science test items from a high-stakes test. We found that the ELL students in our sample were more likely than the non-ELL students to answer incorrectly despite demonstrating knowledge of the science content targeted by the test items. Investigating the interview transcripts of ELL students who answered in this way revealed that ELL students’ interactions with specific linguistic features of test items often led to alternative interpretations of the items that resulted in incorrect answers. The implications of this work for the assessment of ELLs in science are discussed.

Theory and Practice: Uses of the Computer in Reading

Our goal in this article is to examine two ways in which recent psychological theory has influenced the use of computers in reading instruction. In particular, we look at two competing theories, the componential and the constructivist, and the implications that each carries for computer-based practice. To exemplify these perspectives, we examine two computer environments, RACER and the Readers Assistant. In conclusion, we put forward the notion of “contextualization” as a basis for integrating the componential and constructivist approaches into a sensible model of computer use in the special education classroom.

A closer look at linguistic complexity: Pinpointing individual linguistic features of science multiple-choice items associated with English language learner performance

ABSTRACT Linguistic complexity in test items may jeopardize the validity of interpreting English language learners’ (ELLs’) test scores as measures of their content knowledge in mathematics and science. Although previous studies have demonstrated the effect of linguistic complexity on ELL performance, few examined individual linguistic features. Particularly, little is known about features operating at the level of the item as a whole, rather than the word or sentence level. This study identified 13 linguistic features likely to impact ELL performance on 162 Grade 5 multiple-choice science items from a large-scale science assessment. After analyzing the frequency and distribution of features, we correlated their presence with items’ Differential Item Functioning (DIF) values disfavoring ELLs. Three features were positively correlated at a significant level with DIF disfavoring ELLs, and two features were negatively correlated at a significant level with DIF disfavoring ELLs. The results indicate that certain individual linguistic features may differentially impact ELL performance.