Sarah Michaels

TL;DR: The authors studied a discourse-oriented classroom activity in an ethnically mixed, first grade classroom from an interpretive perspective, integrating ethnographic observation and fine-grained conversational analysis, where children are called upon to describe an object or give a narrative account about some past event to the entire class.

TL;DR: Accountable Talk as discussed by the authors is a set of classroom discussion practices that emphasize the forms and norms of discourse that support and promote equity and access to rigorous academic learning, including accountability to the learning community, accountability to accepted standards of reasoning, talk that emphasizes logical connections and the drawing of reasonable conclusions, and accountability to knowledge.

TL;DR: The authors demonstrate the potential of revoicing to position students in differing alignments with propositions and allow them to claim or disclaim ownership of their position; share reformulations in ways that credit students with teachers' warranted inferences; and scaffold and recast problem-solution strategies of non-native-language students.

TL;DR: For example, this article argued that children are capable of complex and abstract reasoning in their everyday, out-of-school activities, and that this thinking is often not taken up and developed as part of the classroom work unless children can display it in ways that teachers recognize.

TL;DR: The Ready, Set, Science! book as discussed by the authors summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science education practitioners.