2013 Annual Meeting Report

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Volume 2, Issue 1

June 2014

The 2014 annual meet-

ing was a great success,

with two informative

paper sessions that cov-

ered a range of topics

relevant to current in-

vestigations into con-

structivist practice.

Thank you to the Ses-

sion Chairs and Discus-

sants for these sessions.

Those serving as Ses-

sion Chairs were Dr.

Linda Kroll and Dr. Terry Robertson. Those

serving as Discussants were Dr. Kathy Schuh

and Dr. Patrick Jenlink. The sessions ran

smoothly, were well-attended, and the dis-

cussions that ensued were quite thought pro-

voking. The quality of our SIG sessions re-

lies not only on the quality of papers being

presented, but also on the preparedness of

the Discussants and Chairs. On that note, the

portal is now open for volunteering for these

roles at the 2015 meeting. Please consider

volunteering in this capacity next year.

The SIG business meeting was a wonderful

opportunity for attendees meet our Outstand-

ing Conference Submission winner,

Dr. Suzanne Porath, as well to hear from Dr.

Paul Vermette's presentation, Using the

E N G A G I N G framework to help p-12

students “construct” their own understand-

ing.Additionally, business was conducted

regarding the state of the SIG, including fi-

nances, election of officers, and the newly

adopted SIG awards. A wine and cheese re-

ception and networking with SIG members

rounded out the evening. All SIG members

are encouraged to consider attending the SIG

business meeting in Chicago at the 2015

meeting. We would love to meet you!

Conceptual, Pedagogical, Cultural, and Political Dilemmas of Implementing a Constructivist Workshop

Approach to Teaching Literacy

Dr. Suzanne Porath: Edgewood College/Concordia University

As a pedagogical method, the reader's/writer's workshop approach has particular

components - such as mini-lessons, workshop time, conferences and sharing time - which

can be copied and instituted. Yet, a well-run workshop can still be very teacher directed

(Mulcahy, 2010) and not change the dynamics of traditional education. However, as a

change in epistemology, implementing a workshop approach can challenge the traditional

paradigm of teacher-focused instruction and transform the classroom to one in which stu-

dents construct knowledge together and learn through active engagement in authentic read-

ing and writing. This study focused on the epistemological shift two third-grade teachers

made as they managed the dilemmas of shifting from their previous traditional authoritarian

curriculum model and its recitation scripts to their new perspectives of constructing mean-

ing and building knowledge together with their students. This shift forced the teachers to re

-examine their understandings of what teaching meant and what learning looked like in

their classrooms.

Windschitl (2002) provided four frames of reference to describe the dilemmas the

teachers encountered when implementing constructivist instruction including conceptual,

pedagogical, cultural and political dilemmas. One of the first conceptual dilemmas the

teachers had to confront was the question, “What counts as knowledge and evidence of

learning?” and the teachers began to interrogate what they believed the purpose of reading

was for themselves and their students. (continued on page 2)

Page 2

Congratulations Dr. Jannah Nerren

Conceptual, Pedagogical, Cultural, and Political Dilemmas con’t

T HE CONSTR U CTI VIS T T HE ORY, R ESE AR CH & PR A CT ICE SIG

Deadline for Paper and Session Submissions is July 22: Please review the Call for Submissions as it contains

important information about this year’s Annual Meeting theme and submission requirements.

Volunteer to Serve as a Chair or Discussant by August 29: Please review the Call for Volunteer Session Chairs and

Discussants and consider volunteering. The quality of the AERA Annual Meeting depends on education researchers

with appropriate expertise who serve as chairs and discussants for paper sessions and roundtables.

For more information: http://www.aera.net/EventsMeetings/AnnualMeeting/tabid/10208/Default.aspx

As they were new to the workshop approach, many pedagogical dilemmas arose when they felt they did not have enough

expertise in the workshop approach to deviate from the published teacher guides. The teachers also felt cultural tensions

because of differing expectations and models for the roles of teacher and students in this new model for classroom inter-

action. Political dilemmas with administration and parents emerged as the teachers transformed their classroom environ-

ments from ones of production and assessment to environments of supportive discussion, construction and revision.

As the teachers learned to manage (not solve) the various dilemmas, they became more articulate and confident

in their new approaches to teaching and learning. Reporting this study validates the disquiet and discomfort teachers

may feel as they embrace new pedagogues and epistemologies - especially constructive approaches. It illustrates that

implementing a workshop approach is more than duplicating practices, but includes an understanding of methodological

and personal beliefs about teaching and learning and highlights the need to understand any curriculum's epistemology

when implementing it. Finally, it encourages administrators to recognize that change is messy and implementation of

curriculum may not be smooth as teachers need time and space to take risks and reflect on their work.

In April 2014, Dr. Jannah Nerren,

our SIG Chair, received the Service

Learning Excellence Award from

Stephen F. Austin State University.

Jannah was recognized for her work

and dedication in creating an exten-

sive mentoring program that partners

preservice teacher candidates with

elementary students from low socio-

economic backgrounds. Here is what

the elementary school principal

where the mentoring program is lo-

cated had to say about Jannah men-

torship program: “With one year of the project behind us,

we are already seeing an impact with our selected

students and know the future will be much brighter for

each one chosen. We believe our students will not only

gain academically but also socially and emotionally

through this mentoring project.” Additionally, one of the

pre-service teacher candidates shared the following

about the mentoring program: “I have formed a bond

with my student that will always be with me. This is a

bond that could have never come from reading about a

study in a textbook. Having the one-on-one relationship

and interaction has been life-changing for me.” These

comments reflect the impact and difference that this

mentoring program is making in the lives of everyone

involved. Congratulations, Jannah, for your award and

for making a difference!