On my student look at previous years (CUM folder), attendance, intervention if any, family (economic) background and districts (schools) child has attended.
Dr. Mike Schmoker has worked on school and district improvement, assessment, curriculum and staff development as a central office administrator in two districts in Arizona, as a senior consultant at McREL (Mid-Continent Regional Educational Laboratory) in Denver, Colorado and now as an independent speaker and consultant. He is a former middle and high school English teacher and football coach.
he has written four books and numerous articles, which have appeared in Educational Leadership, Phi Delta Kappan, Education Week, and Time magazine. Results Now: How We Can Achieve Unprecedented Improvements in Teaching & Learning, The Results Fieldbook: Practical Strategies from Dramatically-Improved Schools, Results: The Key to Continuous School Improvement, On Common Ground : The Power of Professional learning Communities.
The significance of Louise Rosenblatt on the Field of Teaching Literature from Inquiry, Volume 1, Number 1, Spring 1997, 71-77.
Rosenblatt first advanced the Reader-Response Theory in 1938. Currently, the theory remains a dominant teahing apporach wth Rosenblatt's influence readily apparent in contemporary research. During the six decades of teaching and learning which hav passed since Rosenblatt first published Literature as Exploration, crtitical theories have risen and crashed, but the preeminence of her theories, particularly since the mid 1960s, underscores most of the "innovations" in critical theory associated with the dominant teaching approach since then: Reader Response to Literature.
Basically, reader response theories reject the New Criticism of the late 1030s through the 1950s which assumed that the texts themselves were central and that teachers were to teach the skills of close, concise, attentive analysis while discouraging expression of and attention to differences in students' own individual responses.
Social Development Theory (L. Vygotsky)
The major theme of Vygotsky's theoritical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher function originate as actual relationships between individuals.
A second aspect of V's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development"(ZPD). Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.
Principles: 1. Cognitive development is limited to a certain range at any given age.
2. Full cognitive development requires social interaction.
