Arnetha F. Ball

Toward a Theory of Generative Change in Culturally and Linguistically Complex Classrooms

This article situates the preparation of teachers to teach in culturally and linguistically complex classrooms in international contexts. It investigates long-term social and institutional effects of professional development and documents processes that facilitate teachers’ continued learning. Data from a decade-long study of U.S. and South African teachers supported a model of generative change that explained how professional development could be internalized by teachers, subsequently serving as a heuristic to help them organize their individual programs of instruction. Drawing primarily on two case studies, this article documents teachers’ development of generative knowledge and illustrates how they drew on that knowledge in thinking about students and teaching. The results were to facilitate generative thinking on the part of their students as well.

Bakhtinian Perspectives on Language, Literacy, and Learning

Part I. Ideologies in Dialogue: Theoretical Considerations: 1. Ideological becoming: Bahktinian concepts to guide the study of language, literacy and learning Sarah Warshauer Freedman and Arnetha F. Ball 2. Dewey and Bakhtin in dialogue: from Rosenblatt to a pedagogy of literature as a social, aesthetic practice Mark Dressman 3. Intertextualities: Volosinov, Bakhtin, literacy theory, and literacy studies Charles Bazerman 4. Voices in the dialogue: the teaching of academic language to minority second-language learners Guadalupe Valdes Voices in dialogue - dialoguing about dialogism: form and content in a Bahktinian dialogue Allison Weiss Brettschneider Part II. Voiced, Double Voiced, and Multi-voiced Discourses in our Schools: 5. Performance as the foundation for a secondary school of literacy program: a Bakhtinian perspective Eileen Landay 6. Double voiced discourse: African American vernacular English as resource in cultural modeling classrooms Carol D. Lee 7. Narratives of rethinking: the inner dialogue of classroom discourse and student writing Christian Knoeller 8. Authoring pedagogical change in secondary subject-area classrooms: ever newer ways of meaning Cynthia Greenleaf and Mira-Lisa Katz Voices in dialogue: multi-voiced discourses in ideological becoming Verda Delp Part III. Heteroglossia in a Changing World: 9. New teachers for new times: the dialogical principle in teaching and learning electronically Jabari Mahiri 10. Is contradiction contrary? Melanie Sperling 11. A Bakhtinian perspective on learning to read and write late in life Judy Kalman 12. New times and new literacies: themes for a changing world Voices in dialogue: hybridity as literacy, literacy as hybridity dialogic responses to a heteroglossic world James Paul Gee Voices in dialogue: hybridity as literacy, literacy as hybridity: dialogic responses to a heteroglossic world Alice A. Milano Part IV. A Closing Thought on Bakhtinian Perspectives: 13. The process of ideological becoming Gary Saul Morson Author index Subject index.

To Know Is Not Enough: Knowledge, Power, and the Zone of Generativity

In this 2012 American Educational Research Association (AERA) Presidential Address, the author considers this year’s conference theme—how to take what we know from research and put it to effective (policy and practice) use. The essay challenges members individually and collectively to improve the connection. She reflects on the history of AERA as an organization, why many seminal research studies fail to get relevant uptake, several models that are instructive in considering the translation process, and comments on several of the papers commissioned by AERA, in advance of the 2012 meeting, which also address different aspects of the translation challenge. The author highlights her own model of change, which she refers to as the Model of Generative Change, and explains the stages or phases of generativity that can be experienced in the research lives of education researchers.

Preparing teachers for diversity: lessons learned from the US and South Africa

Abstract The worlds predominant growth populations are largely students of color who have historically struggled for high-quality educational opportunities. Within this context, educational reformers around the globe are challenging teacher preparation programs to prepare teachers to work effectively with students from diverse backgrounds. This article reports on a cross-national study that investigates a program designed to facilitate the development of teachers who are committed to teaching culturally and linguistically diverse students. It presents an analysis of US and South African teachers’ developing discourses that revealed differences in the development of commitment among teachers who engaged in talk-related activities in a teacher education program versus those teachers who engaged in talk-related activities in addition to theory–enacting activities within diverse classrooms. Through the analysis, I explore how teachers’ developing commitment can be facilitated by carefully designed classroom activities and show how those developing commitments are revealed in the teachers’ discourse practices. My intent in presenting this investigation is to help us better understand how applications of activity theory can assist us in addressing the global challenges that face teacher education programs.

Learning to Teach in a Complex Interconnected World

This article has 2 goals. First is the goal of revisiting articles published in Theory Into Practice (TIP) over the past 50 years to examine evolving perspectives on the topic of learning to teach as revealed in the pages of this journal. The 2nd goal is to look to the future to imagine likely new issues, directions, and changes in education related to learning to teach. A close review of the articles on learning to teach from different perspectives revealed that 4 predominant topics emerged within the domain of learning to teach; curriculum, policy directives, mentoring, and collaboration. Through brief snapshots of the perspectives represented in these 4 areas, trends in the research related to learning to teach were extracted and summarized. These snapshots provided an overview of how our field has conceptualized learning to teach within a changing social, political, and demographic context—reflecting a complex range of variables concerning the perspectives that must be considered by those who are interested in addressing the diverse challenges facing education in the area of learning to teach. This review revealed the interconnectedness among variables that affect successful outcomes in learning to teach within complex socio-political settings. To gain a further understanding of the nature of this interconnectedness, this article summarizes TIP articles in one key area that emerged across topics, linking aspects of learning to teach and showing how TIP authors illuminated and responded to the professions challenge to prepare teachers to teach diverse students. Finally, this article considers issues, directions, and topics related to learning to teach that should be highlighted in the pages of TIP over the next 50 years to cultivate a climate that is ripe for the emerging research on this topic—a climate that is receptive to innovation, generativity, and needed changes to address persistent challenges related to the topic of learning to teach in a changing world.

Teacher Professional Development in a Complex and Changing World: Lessons Learned from Model Teacher Education Programs in Transnational Contexts

One of the greatest challenges facing our global society is the preparation of teachers to teach in culturally and linguistically complex classrooms worldwide. This chapter reports on the author’s recent research focusing on the preparation of teachers to teach diverse student populations in culturally and linguistically complex classrooms across national boundaries; and in particular, focusing on the preparation of teachers to work with students from historically marginalized, disenfranchised, or underserved groups. Part of a larger study that looks at teacher preparation in four transnational contexts, this chapter focuses on the efforts of a U.S. and a South African teacher education program designed to prepare pre-service teachers to teach in complex classrooms and examines the teachers’ generative change after participating in a professional development institute focused on using writing as a pedagogical tool to affect teacher change. Building on generative change theories and Ball’s Model of Generative Change (2009), the work explores what teachers learn through participation in a professional development that used writing as a pedagogical tool to become metacognitively aware of their own identities and the identities of their students. The findings confirm that teachers’ discourses combine with their subsequent actions to give evidence of shifts in their beliefs and understandings. The chapter concludes by offering writing as a pedagogical tool that can be used by teacher education programs worldwide to assist them in gauging their effectiveness in affecting conceptual growth, depth of understanding, and change in teachers’ attitudes and perceptions concerning the students in their classrooms.

Bakhtinian Perspectives on Language, Literacy, and Learning: Contents

Part I. Ideologies in Dialogue: Theoretical Considerations: 1. Ideological becoming: Bahktinian concepts to guide the study of language, literacy and learning Sarah Warshauer Freedman and Arnetha F. Ball 2. Dewey and Bakhtin in dialogue: from Rosenblatt to a pedagogy of literature as a social, aesthetic practice Mark Dressman 3. Intertextualities: Volosinov, Bakhtin, literacy theory, and literacy studies Charles Bazerman 4. Voices in the dialogue: the teaching of academic language to minority second-language learners Guadalupe Valdes Voices in dialogue - dialoguing about dialogism: form and content in a Bahktinian dialogue Allison Weiss Brettschneider Part II. Voiced, Double Voiced, and Multi-voiced Discourses in our Schools: 5. Performance as the foundation for a secondary school of literacy program: a Bakhtinian perspective Eileen Landay 6. Double voiced discourse: African American vernacular English as resource in cultural modeling classrooms Carol D. Lee 7. Narratives of rethinking: the inner dialogue of classroom discourse and student writing Christian Knoeller 8. Authoring pedagogical change in secondary subject-area classrooms: ever newer ways of meaning Cynthia Greenleaf and Mira-Lisa Katz Voices in dialogue: multi-voiced discourses in ideological becoming Verda Delp Part III. Heteroglossia in a Changing World: 9. New teachers for new times: the dialogical principle in teaching and learning electronically Jabari Mahiri 10. Is contradiction contrary? Melanie Sperling 11. A Bakhtinian perspective on learning to read and write late in life Judy Kalman 12. New times and new literacies: themes for a changing world Voices in dialogue: hybridity as literacy, literacy as hybridity dialogic responses to a heteroglossic world James Paul Gee Voices in dialogue: hybridity as literacy, literacy as hybridity: dialogic responses to a heteroglossic world Alice A. Milano Part IV. A Closing Thought on Bakhtinian Perspectives: 13. The process of ideological becoming Gary Saul Morson Author index Subject index.

Bakhtinian Perspectives on Language, Literacy, and Learning: HETEROGLOSSIA IN A CHANGING WORLD

Part I. Ideologies in Dialogue: Theoretical Considerations: 1. Ideological becoming: Bahktinian concepts to guide the study of language, literacy and learning Sarah Warshauer Freedman and Arnetha F. Ball 2. Dewey and Bakhtin in dialogue: from Rosenblatt to a pedagogy of literature as a social, aesthetic practice Mark Dressman 3. Intertextualities: Volosinov, Bakhtin, literacy theory, and literacy studies Charles Bazerman 4. Voices in the dialogue: the teaching of academic language to minority second-language learners Guadalupe Valdes Voices in dialogue - dialoguing about dialogism: form and content in a Bahktinian dialogue Allison Weiss Brettschneider Part II. Voiced, Double Voiced, and Multi-voiced Discourses in our Schools: 5. Performance as the foundation for a secondary school of literacy program: a Bakhtinian perspective Eileen Landay 6. Double voiced discourse: African American vernacular English as resource in cultural modeling classrooms Carol D. Lee 7. Narratives of rethinking: the inner dialogue of classroom discourse and student writing Christian Knoeller 8. Authoring pedagogical change in secondary subject-area classrooms: ever newer ways of meaning Cynthia Greenleaf and Mira-Lisa Katz Voices in dialogue: multi-voiced discourses in ideological becoming Verda Delp Part III. Heteroglossia in a Changing World: 9. New teachers for new times: the dialogical principle in teaching and learning electronically Jabari Mahiri 10. Is contradiction contrary? Melanie Sperling 11. A Bakhtinian perspective on learning to read and write late in life Judy Kalman 12. New times and new literacies: themes for a changing world Voices in dialogue: hybridity as literacy, literacy as hybridity dialogic responses to a heteroglossic world James Paul Gee Voices in dialogue: hybridity as literacy, literacy as hybridity: dialogic responses to a heteroglossic world Alice A. Milano Part IV. A Closing Thought on Bakhtinian Perspectives: 13. The process of ideological becoming Gary Saul Morson Author index Subject index.

Bakhtinian Perspectives on Language, Literacy, and Learning: VOICED, DOUBLE VOICED, AND MULTIVOICED DISCOURSES IN OUR SCHOOLS

Part I. Ideologies in Dialogue: Theoretical Considerations: 1. Ideological becoming: Bahktinian concepts to guide the study of language, literacy and learning Sarah Warshauer Freedman and Arnetha F. Ball 2. Dewey and Bakhtin in dialogue: from Rosenblatt to a pedagogy of literature as a social, aesthetic practice Mark Dressman 3. Intertextualities: Volosinov, Bakhtin, literacy theory, and literacy studies Charles Bazerman 4. Voices in the dialogue: the teaching of academic language to minority second-language learners Guadalupe Valdes Voices in dialogue - dialoguing about dialogism: form and content in a Bahktinian dialogue Allison Weiss Brettschneider Part II. Voiced, Double Voiced, and Multi-voiced Discourses in our Schools: 5. Performance as the foundation for a secondary school of literacy program: a Bakhtinian perspective Eileen Landay 6. Double voiced discourse: African American vernacular English as resource in cultural modeling classrooms Carol D. Lee 7. Narratives of rethinking: the inner dialogue of classroom discourse and student writing Christian Knoeller 8. Authoring pedagogical change in secondary subject-area classrooms: ever newer ways of meaning Cynthia Greenleaf and Mira-Lisa Katz Voices in dialogue: multi-voiced discourses in ideological becoming Verda Delp Part III. Heteroglossia in a Changing World: 9. New teachers for new times: the dialogical principle in teaching and learning electronically Jabari Mahiri 10. Is contradiction contrary? Melanie Sperling 11. A Bakhtinian perspective on learning to read and write late in life Judy Kalman 12. New times and new literacies: themes for a changing world Voices in dialogue: hybridity as literacy, literacy as hybridity dialogic responses to a heteroglossic world James Paul Gee Voices in dialogue: hybridity as literacy, literacy as hybridity: dialogic responses to a heteroglossic world Alice A. Milano Part IV. A Closing Thought on Bakhtinian Perspectives: 13. The process of ideological becoming Gary Saul Morson Author index Subject index.

Bakhtinian Perspectives on Language, Literacy, and Learning: A CLOSING THOUGHT ON BAKHTINIAN PERSPECTIVES

Part I. Ideologies in Dialogue: Theoretical Considerations: 1. Ideological becoming: Bahktinian concepts to guide the study of language, literacy and learning Sarah Warshauer Freedman and Arnetha F. Ball 2. Dewey and Bakhtin in dialogue: from Rosenblatt to a pedagogy of literature as a social, aesthetic practice Mark Dressman 3. Intertextualities: Volosinov, Bakhtin, literacy theory, and literacy studies Charles Bazerman 4. Voices in the dialogue: the teaching of academic language to minority second-language learners Guadalupe Valdes Voices in dialogue - dialoguing about dialogism: form and content in a Bahktinian dialogue Allison Weiss Brettschneider Part II. Voiced, Double Voiced, and Multi-voiced Discourses in our Schools: 5. Performance as the foundation for a secondary school of literacy program: a Bakhtinian perspective Eileen Landay 6. Double voiced discourse: African American vernacular English as resource in cultural modeling classrooms Carol D. Lee 7. Narratives of rethinking: the inner dialogue of classroom discourse and student writing Christian Knoeller 8. Authoring pedagogical change in secondary subject-area classrooms: ever newer ways of meaning Cynthia Greenleaf and Mira-Lisa Katz Voices in dialogue: multi-voiced discourses in ideological becoming Verda Delp Part III. Heteroglossia in a Changing World: 9. New teachers for new times: the dialogical principle in teaching and learning electronically Jabari Mahiri 10. Is contradiction contrary? Melanie Sperling 11. A Bakhtinian perspective on learning to read and write late in life Judy Kalman 12. New times and new literacies: themes for a changing world Voices in dialogue: hybridity as literacy, literacy as hybridity dialogic responses to a heteroglossic world James Paul Gee Voices in dialogue: hybridity as literacy, literacy as hybridity: dialogic responses to a heteroglossic world Alice A. Milano Part IV. A Closing Thought on Bakhtinian Perspectives: 13. The process of ideological becoming Gary Saul Morson Author index Subject index.