Annemarie Palincsar
University of Michigan, Education, Faculty Member
The work of sociocultural theory is to explain how individual mental functioning is related to cultural, institutional, and historical context; hence, the focus of the sociocultural perspective is on the roles that participation in social... more
The work of sociocultural theory is to explain how individual mental functioning is related to cultural, institutional, and historical context; hence, the focus of the sociocultural perspective is on the roles that participation in social interactions and culturally organized activities play in influencing psychological development. While much of the framework for sociocultural theory was put forth by Lev Vygotsky (1931/1997), extensions, elaborations, and refinements of sociocultural theory can be found in writings regarding activity theory (Chaiklin & Lave, 1993; Leontiev, 1981) and cultural-historical activity theory (Cole, 1996; Cole & Engestrom, 1994).
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Inquiry in the scientific community involves a combination of first-hand investigation of the physical world and learning from the work of others (second-hand), which is primarily text- based. Our approach to science instruction (Guided... more
Inquiry in the scientific community involves a combination of first-hand investigation of the physical world and learning from the work of others (second-hand), which is primarily text- based. Our approach to science instruction (Guided Inquiry supporting Multiple Literacies) features an interplay of first- and second-hand experiences via multiple cycles of investigation in multiple contexts, which provide students with opportunities to use and develop ideas and ways of reasoning iteratively. This poster presents cases of GIsML instruction in 2 nd and 4 th grade classroom (studying light motion and light respectively) in which we trace - through the study of classroom discourse, student assessments, and artifacts - the development of conceptual understanding and scientific reasoning, including the ability to: a) conduct fair and reliable tests, b) observe specific aspects of the world to determine relationships among the parts, c) represent findings as knowledge claims, and d) evalu...
Research Interests: Computer Science, Science Education, Mathematics Education, Discourse, Conceptual change, and 12 moreScientific Reasoning, Student Assessment, Learning environments, Elementary Science Education, Conceptual Learning, Learning in Science Education, Learning Environment, SCIENCE TEACHING, Scientific Communication, Elementary School, Conceptual Understanding, and Conceptual Change
This case study examines the extent to which the Multiple Literacies in Project-based Learning Curriculum supported students to (a) understand scientific concepts (b) engage in scientific inquiry and (c) collaborate successfully. It... more
This case study examines the extent to which the Multiple Literacies in Project-based Learning Curriculum supported students to (a) understand scientific concepts (b) engage in scientific inquiry and (c) collaborate successfully. It examines two dyads collaborating over several months to construct, test, and re-design a toy rocket. Although the collaborative process was not without limitations, students were generally positively engaged, used executive thinking to support scientific inquiry, and showed conceptual growth on pre/post assessments.
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Reading Instruction in Childhood and Adolescence Judith A. Winn and Annemarie Sullivan Palincsar Perhaps no other area of instruction has profited ... students engaged in any of the following activities:(a) sustained inde-pendent reading... more
Reading Instruction in Childhood and Adolescence Judith A. Winn and Annemarie Sullivan Palincsar Perhaps no other area of instruction has profited ... students engaged in any of the following activities:(a) sustained inde-pendent reading of self-selected texts (Atwell, 1987);(b ...
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In this article, the authors argue for a design process in the development of educative curriculum materials that is theoretically and empirically driven. Using a designbased research approach, they describe their design process for... more
In this article, the authors argue for a design process in the development of educative curriculum materials that is theoretically and empirically driven. Using a designbased research approach, they describe their design process for incorporating educative features intended to promote teacher learning into existing, high-quality curriculum materials. The process entails analyzing a set of curriculum materials, characterizing students’ opportunities to learn through teachers’ enactment of the curriculum materials, and assessing students’ learning outcomes. The authors then describe ways in which both theoretical perspectives and empirical data guided their design, development, and refinement process for educative features to enhance the curriculum materials, and give examples of the resulting features. Given the current policy environment in which there are heightened expectations for science teaching at the elementary level, the authors argue that testing and refining processes for ...
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The research program that we describe in this chapter is, in many respects, a mixture of models and pragmatics. A model of learning and instruction, informed largely by theories generated in developmental and cognitive psychologies, has... more
The research program that we describe in this chapter is, in many respects, a mixture of models and pragmatics. A model of learning and instruction, informed largely by theories generated in developmental and cognitive psychologies, has been applied to the pragmatics of teaching and learning in classrooms. In turn, the pragmatics of teaching and learning have served to temper this model.
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Recent science reform documents call for students to develop robust understandings of scientific concepts and reasoning through inquiry-based instruction. The challenge of this goal is increased in heterogeneous inclusive classroom... more
Recent science reform documents call for students to develop robust understandings of scientific concepts and reasoning through inquiry-based instruction. The challenge of this goal is increased in heterogeneous inclusive classroom settings with students identified as having learning disabilities and emotional impairments. This article describes a design experiment conducted over two school years in which we investigated the experiences and outcomes for special needs students in guided inquiry science instruction in upper-elementary grade classrooms ( n = 4). Phase 1 (′97-′98) of the design experiment utilized qualitative and quantitative data to construct case studies of individual learners with special needs. Patterns across the cases informed the identification of advanced instructional strategies hypothesized to support special needs students relative to language/cognition, print literacy, attention, and social relations challenges. In Phase 2 (′98-′99), we studied learning outc...
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... Login to save citations to My List. Citation. Database: PsycINFO. [Journal Article]. The role ofdialogue in providing scaffolded instruction. Palincsar, Annemarie S. Educational Psychologist, Vol 21(1-2), Win-Spr 1986, 73-98. doi:... more
... Login to save citations to My List. Citation. Database: PsycINFO. [Journal Article]. The role ofdialogue in providing scaffolded instruction. Palincsar, Annemarie S. Educational Psychologist, Vol 21(1-2), Win-Spr 1986, 73-98. doi: 10.1207/s15326985ep2101&2_5. Abstract. ...
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Contemporary reform efforts pose numerous challenges for students and their teachers, especially in the context of inclusion classrooms that serve students with diverse academic and social profiles. The research reported in this article... more
Contemporary reform efforts pose numerous challenges for students and their teachers, especially in the context of inclusion classrooms that serve students with diverse academic and social profiles. The research reported in this article was conducted for the purpose of closely studying the engagement and learning of students who have learning disabilities as they participate in a particular approach to guided inquiry called Guided Inquiry supporting Multiple Literacies (GIsML). Questions guiding the research included (a) What are the opportunities and challenges that GIsML instruction presents students with special needs? (b) How do students with special needs respond to these opportunities and challenges? and (c) What hypotheses emerge from the data that will usefully guide subsequent research investigating the means of mediating students’ participation in GIsML for the purpose of enhancing their engagement and learning? The research was conducted using an array of ethnographic met...
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... K (Teach ing and Teacher Education), on "Con ceptual Change Approaches to Teacher Education" (organized by Trish Stod-dard ... Participants in this symposium (5.64), John Goodlad, Linda Darling-Hammond, Jeannie Oakes, Sally... more
... K (Teach ing and Teacher Education), on "Con ceptual Change Approaches to Teacher Education" (organized by Trish Stod-dard ... Participants in this symposium (5.64), John Goodlad, Linda Darling-Hammond, Jeannie Oakes, Sally Reis, Joseph Renzulli, and Robert Sternberg ...
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Page 165. CHAPTER SIX Designing Collaborative Contexts: Lessons from Three Research Programs Annemarie Sullivan Palincsar University of Michigan Leslie Rupert Herrenkohl University of Washington Following 4 months ...
... of this article was to de scribe one means by which teachers can provide instruction in learning from text. The procedure, reciprocal teaching, is best characterized as a dia logue in which the students and teacher work together to... more
... of this article was to de scribe one means by which teachers can provide instruction in learning from text. The procedure, reciprocal teaching, is best characterized as a dia logue in which the students and teacher work together to comprehend text. The dialogue is structured by ...
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Page 1. EDUCATIONAL PSYCHOLOGIST, 22(3 & 4), 231-253 Copyright o 1987, Lawrence Erlbaum Associates, Inc. Peer Interaction in Reading Comprehension Instruction Annemarie Sullivan Palincsar Michigan State University... more
Page 1. EDUCATIONAL PSYCHOLOGIST, 22(3 & 4), 231-253 Copyright o 1987, Lawrence Erlbaum Associates, Inc. Peer Interaction in Reading Comprehension Instruction Annemarie Sullivan Palincsar Michigan State University ...
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EJ611146 - Applying a Sociocultural Lens to the Work of a Transition Community.
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EJ346339 - Reciprocal Teaching: Can Student Discussion Boost Comprehension?.
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ABSTRACT Advanced digital technologies present both new types of texts and learning environments for learning scientists to study. These same technologies also support new ways of capturing and analyzing information on student thinking.... more
ABSTRACT Advanced digital technologies present both new types of texts and learning environments for learning scientists to study. These same technologies also support new ways of capturing and analyzing information on student thinking. This paper reports on research that used a digital learning environment (complete with prose, graphics, animations, and agents) to provide elementary school readers a scientific text containing embedded free-response assessment items to capture information on their thought processes. This paper explores methodological issues associated with coding and analyzing constructed response items of this type. Drawing on established approaches to propositional analysis with extensions to reflect the multimodal nature of the text and the task, we present a methodological approach developed to balance detail and nuance in students' use of language with a systematized approach to analyzing those data. This discussion is presented for both its value to the learning sciences and as a contribution to critical discussions about assessing student learning in complex learning environments.
... Login to save citations to My List. Citation. Database: PsycINFO. [Chapter]. Group processes in the classroom. Handbook of educational psychology. Webb, Noreen M.; Palincsar, Annemarie Sullivan. Berliner, David C. (Ed); Calfee, Robert... more
... Login to save citations to My List. Citation. Database: PsycINFO. [Chapter]. Group processes in the classroom. Handbook of educational psychology. Webb, Noreen M.; Palincsar, Annemarie Sullivan. Berliner, David C. (Ed); Calfee, Robert C. (Ed), (1996). ...
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... Had he learned through situ-ated cognition and been taught by means of a cognitiveapprenticeship, conceivably, he would constantly test what he knows against what he ob-serves, automatically searching for the links between one bit of... more
... Had he learned through situ-ated cognition and been taught by means of a cognitiveapprenticeship, conceivably, he would constantly test what he knows against what he ob-serves, automatically searching for the links between one bit of information and the matrix of his ...
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... Bachoffer, Marianne Bloch, Linda Carstens, Robert Donmoyer, Robert Egbert, Thomas Froehle, Judith Glazer, Ilene Harris, Ann Weaver Hart, Freddie Hiebert, Linda Johns-rud, David Kaplan, Steve Kerr, David Labaree, Paul LeMahieu, Maureen... more
... Bachoffer, Marianne Bloch, Linda Carstens, Robert Donmoyer, Robert Egbert, Thomas Froehle, Judith Glazer, Ilene Harris, Ann Weaver Hart, Freddie Hiebert, Linda Johns-rud, David Kaplan, Steve Kerr, David Labaree, Paul LeMahieu, Maureen McClure, William McGaghie ...
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There is a popular tourist attraction called The Mystery Spot where one experiences a giddy sensation of dis orientation. The floor seems to be moving under foot, the room appears to be getting smaller and yet as you walk through, it... more
There is a popular tourist attraction called The Mystery Spot where one experiences a giddy sensation of dis orientation. The floor seems to be moving under foot, the room appears to be getting smaller and yet as you walk through, it never really changes in size; water even ...
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While decades of research on reading comprehension strategy instruction has yielded significant insights into the effective use of comprehension strategies, less is known about how studentsdin particular students who are learning English... more
While decades of research on reading comprehension strategy instruction has yielded significant insights into the effective use of comprehension strategies, less is known about how studentsdin particular students who are learning English as an additional languagedcan leverage their knowledge of language to make meaning with text. This descriptive case study provides insight into the ways talk about language , using a functional grammar, supports a group of fourth-grade emergent bilinguals. Students construct coherent mental representations of text by attending to linguistic features that they had learned to identify during the preceding school year, using a semantically-based linguistic metalanguage from systemic functional linguistics. Their connection of language forms and meanings in think-alouds and interviews suggests that functional grammar analysis holds promise as an instructional tool with which teachers can guide students' attention to the central meanings in text.
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Historically, early cognitive skills have been underestimated, largely as a result of the ways these competencies have been measured, which is particularly pervasive in the area of metacognition. Only recently have researchers begun to... more
Historically, early cognitive skills have been underestimated, largely as a result of the ways these competencies have been measured, which is particularly pervasive in the area of metacognition. Only recently have researchers begun to detect evidence of contextualized metacognition in 3–5 year old preschool children through the use of observational assessment tools (e.g., Whitebread et al. J Cogn Educ Psychol 3:433-455, 2007, Metacognition Learn 4:63-85, 2009). While these observational methods are a more sensitive way to capture metacognition in young children, their exclusive use may not result in a comprehensive depiction of early metacognitive competency. In the current study, we
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ABSTRACT Describes project-based learning as a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. Students are responsible for both the questions and the... more
ABSTRACT Describes project-based learning as a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. Students are responsible for both the questions and the answers to such problems. Some of the advantages of project-based learning are that it promotes links among different disciplines and is adaptable to different types of learners and situations. Factors in project design that affect motivation and thought include interest in and value of the project, perceived and achieved competence, and task focus. The role of teachers in enhancing motivation and fostering cognitive engagement is emphasized. Ways in which technology can support students and teachers as they work on projects, so that motivation and thought are sustained, are described. (PsycINFO Database Record (c) 2012 APA, all rights reserved)