Mary K. Graciano is a doctoral candidate in English and Education at the University of Michigan, Ann Arbor. She has taught students in composition and in teacher education. Her publications include this book, along with a co-authored chapter in the American Educational Research Association’s Complementary Methods for Research in Education, 3rd Edition. Her current research interests include the history of American education and Americanization programs, students’ performative and relational identities, the history of composition, and teacher education.
2006 0-7734-5865-4 The 24 studies in this book explore discrete teaching acts such as proximity and use of touch, the first two minutes of class, question formation and creating authentic conversations. Each of the studies compares the responses of students in the four teachers’ classrooms. The major sections of the book investigate four crucial classroom concerns: Impinging Phenomenon, Structuring Instruction, Imposing, and Learning Dynamics. The studies are offered to help readers understand the impact that seemingly small teaching differences make as measured by their students’ responses. Because each of the studies examines the same teaching act in four teachers’ classrooms, some important differences are found that may cause readers to institute these teaching acts in their own classes and evaluate them by measuring the engagement of their own students.