Search results for: Bausch Linda S.

The authors describe a retrospective discourse discussions approach that was developed in a graduate literacy education course. This method represents a reconceptualization of supervising and coaching graduate students where meanings are constructed, problems are reframed, and beginning professionals can develop more nuanced understandings of their teaching and learning (Bogdan & Biklen, 1998; Cobb & Bauersfeld, 1995). The authors assert that clearly stating and understanding one's theories about teaching and learning can help educators converse about, scrutinize, and adapt their teaching in ways that hold powerful benefits for instruction and learning outcomes .