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This study examined the role of text-based discussions in mediating middle school teachers' discussions during a semester-long, online, synchronous professional development sequence. The PD sequence involved teachers engaged in weekly Zoom meetings, during which they learned about digital literacy and designed curricula. Qualitative data analysis of the transcripts of Zoom chats and spoken comments revealed three central findings: text-based chatting (a) provided an additional, public mode for participants to mediate thinking and collaboration, (b) allowed for multilayered, democratic, and more equitable access to the conversation, and (c) served as an informal space where participants built community through playful discourse. The findings highlight the potential of multimodal, multilayered discussion spaces for facilitating collaborative thinking and more equitable discussion access for learners.

When a learner receives feedback, important motivational and emotional processes are triggered that control whether and how the learner reengages in a learning activity and successfully adjusts in response to what the feedback suggests. We aim to highlight how motivation and emotion processes influence feedback effectiveness, and how our theoretical understanding of the feedback process depends on appreciating the affective precursors, concomitants, and consequences of feedback. To query the literature, interrogate theories of academic motivation and emotion, and identify central motivational and emotional factors associated with feedback, we use a five-question framework: What does the feedback mean to me? How do I feel about the feedback? Can I improve from the feedback? Do I want to improve from the feedback? Am I supported by others or by the context in dealing with feedback? A conceptual review of empirically grounded and theory-driven interpretations accompanies each question to inform practice and research.

Refutation texts are resurfacing as a suggested antidote to misconceptions and "fake news." In a previous critical review of the refutation text literature, we, the author team, suggested further interrogation of the assumptions these texts imply: that learners share the same common misunderstanding about a topic, and that there is one "truth" that should replace the misconception. Building from Hynd's feminist critique of refutation texts, we present in this essay a consideration of how these authoritative and prescriptive texts fit into an educational landscape being transformed by foci on students' autonomy and funds of knowledge. In this position paper, we present the argument that refutation texts and their associated research may conflict with critical literacy perspectives and culturally responsive pedagogies. We examine these three perspectives for how they may view learning and literacy, and conclude the essay by proffering suggestions for future research on refutation text manipulations and for considering how refutational texts might be incorporated in classroom settings that enact culturally responsive pedagogy and critical literacy perspectives.

This study takes a sociocultural approach in examining how mathematics professional development facilitators and teachers enacted a professional development program in a statewide network of trainings. Facilitators (N = 11) and teachers (N = 62) were surveyed before and after implementation to capture how facilitators understood and then implemented the program with teachers, and how teachers interpreted and then enacted the program with students. Differences in uptake (intended use) and implementation (actual use) were investigated in two separate analyses that looked for differences (1) across levels of iteration (i.e., from original program to facilitators to teachers) and (2) between groups of teachers who participated in the trainings. Results showed substantial variation across levels and between groups such that, although less true of some groups than others, intention to use the program was higher than actual use. Insights are offered into how collective and individual sensemaking processes influence program implementation.

Given the increased attention on pre-college engineering education and its disciplinary nature pertaining to language, discourses, and communicative practices, this "state-of-the-art literature review" focused on findings of research articles informed by qualitative and quantitative data to foreground communicative literacies within engineering design teams at the pre-college level. A disciplinary literacies framework was used to interpret and analyze published works in this particular domain. A search, selection, and inclusion process typical for state-of-the-art reviews yielded 33 studies. Constant comparison and open-coding led to clustering studies under five overarching themes in ranked order of frequency of occurrence pertaining to: (1) engineering disciplinary communicative literacies in practice; (2) matters of access with populations underrepresented in engineering; (3) learning STEM content through engineering design; (4) affective responses to uncertainty and risk in engineering design; and (5) evaluating the quality of collaboration. With respect to the themes, we discuss possibilities of using literacy frameworks to deepen theoretical and methodological insights into the study of phenomena related to within-group communicative literacies in K-12 engineering spaces.

Refutation texts, rhetorical tools designed to reduce misconceptions, have garnered attention across four decades and many studies. Yet, the ability of a refutation text to change a learner's mind on a topic needs to be qualified and modulated. In this critical review, we bring attention to sources of constraints often overlooked by refutation text researchers. Methodological issues we identified centered on problems of using a single topic (or very few) within a study, the role of testing in conceptual change, and the durability of change beyond an immediate posttest. Theoretical issues included the interpretation of attentional measures, what knowledge domains lend themselves to refutation, what makes a text refutational, and unexplored assumptions about how conceptual change occurs. We sought to clarify how refutation texts may function as an antidote to misconceptions and how future research on refutation texts can better inform understanding of this phenomenon.

Providing constructive feedback is complex due to the interplay of emotional and motivational processes students experience when receiving such feedback. In the present study, we investigated constitutive elements of what would make feedback perceived to be constructive, and whether students' mastery approach goal orientation and writing self-efficacy influenced these perceptions of feedback on an imagined, writing assignment scenario. In Phase 1, college students were asked to rate 56 feedback statements on degree of specificity and friendliness. In Phase 2, different students rated the feedback statements from Phase 1 on levels of constructiveness. Feedback high in specificity was rated higher in constructiveness than unspecific feedback; however, feedback friendliness had no effect overall. Feedback high in specificity and friendliness received lower ratings of constructiveness. This pattern was more pronounced for students high in mastery approach goal orientation and students high in writing self-efficacy.

Today's world requires attention to all aspects of initial literacy teacher preparation, including how and what preservice teachers learn about the component processes of reading. To address this imperative, a review was conducted of articles published from 2000 to 2018 identified through the CITE-ITEL database (https://cite.edb.utexas.edu) that reported findings related to reading processes and initial teacher preparation. After an inductive analytic process, the authors organize findings into five focus areas: (a) definitions and delimitations of reading processes, (b) studies of preservice teachers' beliefs about teaching reading processes, (c) research identifying preservice teachers' knowledge gaps and misconceptions, (d) intervention studies aimed at increasing preservice teachers' knowledge, and (e) studies detailing the application of knowledge about reading processes into contexts of pedagogical practice. The discussion considers the current gaps in how reading processes and literacy are conceptualized and possible areas of inquiry related to preservice teacher education and reading processes.

Given the prevalence of group project assignments in college coursework, it is surprising that the extensive literature on achievement goal orientations has rarely included students' experiences during an assigned group project, especially when group conflict among group members is reported. Data came from online responses of 660 undergraduates (394 women; from all schools/colleges; all levels but 46% seniors; nearly half white/Caucasian but 22% of Asian and 13% Latin background). Multivariate multiple regression analysis was used to predict three outcomes (students' project commitment, positive emotions, and negative emotions), testing as predictors students' motivational goals, at both individual and group levels (Models 1 and 2), as well as their perceptions of intragroup conflict (Model 3). Fit tests of the multivariate regressions indicated that adding a measure of intragroup conflict to students' individual and group motivational goals significantly improved the prediction of project commitment and negative (but not positive) emotions.

We examined how narrative was used in online classroom discussion as preservice bilingual teachers experimented with possible future selves. Considering associations between narrative and identity construction, we explored the complementary roles of stories from personal past experiences and backgrounds, experience as teacher interns, and imagined experiences of possible future selves as four preservice teachers endeavored to understand what it means to be a teacher of bilingual children. Data came from transcripts of nine computer-mediated discussions (CMDs) incorporated as a classroom activity in a theory-into-practice teacher preparation course. Findings suggest that preservice teachers' diverse trajectories to becoming bilingual and their motivations for becoming teachers as expressed in narratives during CMD have the potential to increase the specificity and diversity of possible selves for all discussion participants. Narratives shared in discussion allow all preservice teachers to borrow from a library of lived experiences to inform their imagined future teaching selves.

Complex adaptive systems theory served as a framework for this qualitative study exploring the process of how meaning emerges from the collective interactions of individuals in a synchronous online discussion through their shared words about a topic. In an effort to bridge levels of analysis from the individual to the small group to the community, we analyzed how a group of students introduced, sustained, and eventually let go of one topic while participating in a classroom discussion that took place in a CSCL environment. Our purpose was to examine a single posted message's influence not only through the responses it garnered, but also by how individuals reacted to it intellectually. Participants were eight students and their teacher in a graduate-level seminar. Data sources included the online discussion's final transcript, screen-captured recordings of each participant's computer screen, video recordings of participants' actions, and observation notes. Our analyses revealed three key understandings: (a) the interdependencies of process and content are manifestations of the complex development of co-created understandings in computer-supported discussions, (b) private individual processes and particular meanings co-mingle in a social space to create publicly shared experiences, and (c) the importance of attending to the content was shown in the details of a topic's incipience, its developing "mid-life," and how factors conspired to its end. These findings help illustrate how co-created meaning-making experiences emerge in a system through interactions among individual agents, suggesting ways instructors may work to foster student learning in CSCL contexts.

Current views of literacy have expanded to encompass how individuals in sociocultural systems make meaning as they "read" and "write" their world. From this view, the work of students involved in pursuing deeper understandings as they discuss course concepts is a literacy act. This study focused on the inquiry and questioning moves of graduate students as they participated in nine online classroom discussions about course concepts. A coding scheme adapted from several researchers interested in inquiry and knowledge co-construction was applied to the students' comments posted in synchronous online discussion. Findings indicated that students used various inquiry moves to engage actively with course ideas, with some moves more popular than others, and with some students using a wider variety of moves than others. Although the most common moves were of those reacting to others' comments with an interpretation, supporting evidence, or more thoroughly explaining a previously shared idea, threads often developed into more sophisticated inquiry exchanges through "inferences" and "critical evaluations." Implications are offered for the use of an inquiry lens on the contributions of students involved in online classroom discussion as a way to highlight students' active, meaningful knowledge construction.

A yearlong classroom-based intervention was designed to explore the reading-writing connection in second-language literacy by examining whether the development of reading improves writing and vice versa. Middle school learners of English as a foreign language (N = 300) in South Korea were assigned to three treatments that involved extensive reading, extensive writing, or extended regular instruction (serving as a control) as part of their regular school English curriculum once per week for the whole academic year. Pre- and posttests measured changes in reading comprehension and descriptive writing performance. Results indicated that for reading comprehension, all three groups significantly improved over time, but the groups did not differ statistically. As for writing performance, only the extensive reading and extensive writing groups, not the control group, experienced significant gains over time, with the two experimental groups showing no statistically significant differences from each other. Additionally, for reading comprehension, students showed improvement regardless of their English-proficiency levels, whereas only the students with higher proficiency experienced a significant improvement in writing performance. These results suggest that an individual can learn to read by writing as well as by reading and can learn to write by reading as well as by writing, as reading and writing involve some of the same subprocesses. Yet, for writing, the reading-writing connection seems more evident for those second-language learners whose language proficiency exceeds a certain linguistic threshold. For those who have relatively lower language proficiency, the development of writing skills may not proceed as easily, through either extensive reading or extensive writing.

Ten adult readers, advanced in their control of two languages, Korean and English, were recruited for a study of academic literacy practices to examine the various linguistic repertoires on which they drew. Analysis of their language use revealed many instances of "translanguaging," that is, a flexible reliance on two languages to serve one's immediate needs. All participants engaged in various cognitive reading strategies associated with translanguaging. These translanguaging practices in academic literacy were interpreted through the lens of Hornberger's (2013) bilingual continua model, providing a perspective on the complex interplay of bilingual content, context, media, and development.

Readers' emotions often become engaged while reading and can sometimes enhance and sometimes skew text comprehension, with most research focused on reading texts in one's native language. This project extended the work of Gaskins to explore how adolescents' culturally constructed emotions affected their reading comprehension, and how this effect varied when reading in their first (Korean) or second (English) language. Students (N = 477) in a Korean high school read short paragraphs on four expository topics counterbalanced to represent both languages and both an emotional and neutral version of each topic. Results were that participants were more emotionally engaged and performed better on comprehension assessments when reading emotional than neutral texts. Thus, unlike Gaskin's study, these results indicated that emotions were generally helpful for comprehension, whether the text was in the reader's first language or a learned language, possibly by way of increasing attention and engagement with the text.

We examined how narrative was used in online classroom discussion as preservice bilingual teachers experimented with possible future selves. Considering associations between narrative and identity construction, we explored the complementary roles of stories from personal past experiences and backgrounds, experience as teacher interns, and imagined experiences of possible future selves as four preservice teachers endeavored to understand what it means to be a teacher of bilingual children. Data came from transcripts of nine computer-mediated discussions (CMDs) incorporated as a classroom activity in a theory-into-practice teacher preparation course. Findings suggest that preservice teachers' diverse trajectories to becoming bilingual and their motivations for becoming teachers as expressed in narratives during CMD have the potential to increase the specificity and diversity of possible selves for all discussion participants. Narratives shared in discussion allow all preservice teachers to borrow from a library of lived experiences to inform their imagined future teaching selves. Keywords preservice teacher education, identity, case study, discourse analysis, bilingual/English language learners, We examined how bilingual preservice teachers used various types of narratives as they experimented with their possible future selves. Narrative has been recognized as a central means by which identity [...]

The purpose of this study was to investigate whether and how students enact "responsibility" and "generativity" through their comments in asynchronous online discussions. "Responsibility" referred to discourse markers indicating participants' sense that their contributions are required in order to uphold their discursive obligations, and "generativity" referred to the capacity of comments to attract responses by virtue of content or stylistic features that convey voice or social presence. Participants were 24 graduate students and their instructor in a hybrid class, with face-to-face class meetings supplemented by three asynchronous online discussions around course readings. Discourse analytic techniques and naturalistic inquiry were used to analyze discussion transcripts. Results suggest that students differed in the degree to which they showed responsibility to the online discussions. They also differed in their generativity, as defined by the attractiveness, social responsiveness, and intellectual responsiveness their comments displayed. Interestingly, responsibility and generativity were not necessarily co-incident, with some students who had contributed many comments to the discussion having comments that were highly generative and others much less generative. Likewise, some students who were minimally responsible to their discursive obligations contributed comments that were nevertheless generative. We argue that responsibility and generativity contribute to a sense that computer-mediated discussion participants are members of a learning community, a sense that may be prerequisite for successful academic outcomes but may be difficult to create in online contexts where relationships may require more time and effort. Conclusions suggest how instructors and learners can help make online learning more productive.

This study examined the meaning of flexibility in teaching at the postsecondary level and its connection to teaching effectiveness. A total of 500 college students and 15 instructors participated. Data were gathered using an online survey with open-ended questions for the students and one-on-one interviews with instructors. Analysis followed a grounded theory approach. Findings indicated that both students and instructors believed that when an effective teacher is also flexible, student learning improves. Considered as a crucial component of teaching effectiveness, flexibility in teaching is closely associated with a teacher's metacognitive reflection on student learning.