Adaptive expertise

, 12–16

apprenticeship of observation

, 13–15

complexity

, 16

enactment

, 15

persistent problems in learning to teach

, 12–13

Adaptive experts

, 12, 16

Advanced Placement (AP)

, 142–143

Advancement via Individual Determination (AVID)

, 101–102, 179

Aesthetic stance

, 42–43

Aesthetic StanceText

, 43–44

Aesthetic StanceThe Poem

, 44–45

Air ball

, 184–189

American Association of Colleges for Teacher Education (AACTE)

, 11

Apprenticeship of observation

, 12–13, 15

Archival data

, 108–109

Bricolage

, 114–116, 118--120

analysis focused on language

, 120

analysis focused on meaning

, 119

critical events analysis

, 119

narrative analysis

, 118

theoretical reading

, 118–119

Cafeteria conversations

, 167–168

making meanings from “first impressions”

, 168–176

Carthay Circle Market

, 160

Classroom events

, 91

analysis of field texts

, 112

bricolage

, 118–120

collection, analysis, and representation of field texts

, 96–98

critical events approach to narrative inquiry

, 92–93

critical events in teaching and teacher education

, 93–96

data collection

, 102, 109, 112

description of participants

, 101

experience as event

, 92

field texts to research texts

, 112–118

participants

, 99–101

reading as event

, 92

representation of field texts

, 120–121

selection of participants

, 100–101

teaching as event

, 92

verisimilitude

, 121–122

Classroom experiences

, 106, 194

participating in

, 106–107

Classroom literacy

, 10, 22–23

adaptive expertise

, 12–16

considering problems in context of learning to teach English

, 17–22

context

, 29

experience in reading and composing classroom events

, 46–50

framework

, 23, 212–213

knowing and doing in teacher education

, 10–11

making meaning

, 33–39

meaning

, 32–33

meaning as event

, 39–46

minding gap with literacy learning

, 8–9, 29

model

, 211

teaching/learning to read

, 9–10

theoretical framework

, 5–6, 22, 30, 32, 121, 206

transactional teaching and learning theory

, 23–27

Classroom texts

efferent-aesthetic stance

, 180–181

making meaning

, 177–179

reading and composing student teaching

, 181–183

reading students

, 183–189

teachers as readers of

, 212–214

When I Think of My Name

, 179–180

Classrooms

, 16

artifacts

, 105

communication

, 20

happenings

, 206–207

life

, 91

piecing classroom quilt

, 71–73

teacher

, 5

teachers as writers of classroom as text

, 214–216

Commonplaces

, 65

Communication

, 20

Communicators, teachers as

, 22–23

Complexity

, 16

Confidence

, 197–198

Cooperating teacher (CT)

, 191, 194

Creating for writing

, 211

Critical events

analysis

, 119

approach to narrative inquiry

, 92–93

operational definition

, 96

in teaching and teacher education

, 93–96

types

, 95–96

Data files

, 104

Data matrix

, 98

Deweyan view of narrative inquiry

, 48–50

Digital files

, 104

Disciplined improvisations

, 16

Duration of study

, 66

Education

course experiences

, 194

experiences

, 191

Educational research

, 91–92

Efferent stance

, 42

Efferent-aesthetic stance

, 180–181

Enactment

, 15

English

considering problems in context of learning to teach

, 17–22

education

, 11, 205–206

Events

, 96

as poem

, 216–217

Experience

in classroom literacy

, 29

as event

, 73, 86, 92

in learning

, 47

in narrative inquiry

, 48

External texts

, 22, 31–32, 212–213

Extrinsic critical events in teaching

, 95

Field notes

, 107–108

Field texts

analysis of

, 112

collection, analysis, and representation of

, 96–98

representation

, 120–121

to research texts

, 112–118

First impressions

, 149, 151, 162, 165

making meanings from

, 168–176

Florida Council Teachers of English (FCTE)

, 3, 19

Frame of expectations

, 17

Individuals-teachers

, 219–220

Internal text

, 22, 31–32, 212–213

International Literacy Association

, 205–206

Interpretive turn

, 57

Interviewer

, 103

Interviews

, 103–104, 109

protocols

, 104

recording, transcribing, and storing interview data

, 104

sequence

, 103–104

Intrinsic critical events in teaching

, 95

K-12 classroom teaching and learning settings

, 220

Knower

, 207

Knowing

, 207

Known

, 207

Language

, 58

analysis focused on

, 120

Learners

, 208

Learning

, 4–6, 16, 91

assumption of reading and writing classroom as text

, 19–20

classroom communication

, 20

considering problems in context of learning to teach English

, 17–22

through experience

, 192–196

experience as event

, 197–200

holding onto experiences to remember and reuse

, 191–192

initial doubt

, 192

making meaning with Amy

, 191

mentor texts

, 192–196

persistent problems in learning to teach

, 12–13

process

, 205

reading test

, 198–200

statement of purpose

, 21–22

teaching as reading and writing

, 20–22

testing knowledge in action

, 196–197

theory of

, 200–202

toward theory of transactional teaching and learning

, 200–202

as transactional

, 210

Lifespace

, 64

Light of Fireworks

, 83–86

Like events

, 96

Linguistic-experiential reservoir

, 41–45

Literacy

, 8–9, 91, 211

education

, 9

Literature as Exploration

, 5

Living and telling

for collecting field texts

, 64–65

for data collection

, 102

meaning-making

, 125, 127–128, 131, 136, 138

stories of beginning teaching

, 128–130

Logo-scientific mode of reasoning. See Paradigmatic mode of reasoning

Making meaning

, 33–39

from “first impressions”

, 168–176

process

, 217

“Maybe I Can Go Catch A Few” story

, 139–147

ceremony

, 143–144

making connections

, 144–147

Meaning

, 208–209

analysis focused on

, 119

in classroom literacy

, 29, 32–33

as event

, 33, 39, 46

piecing meaning from Mia’s stories

, 78–79

Meaning makers

teachers as

, 22–23

teachers as readers and

, 4–5

teaching events

, 216

understanding teachers as

, 218–220

Meaning-making

, 125, 127–128, 131, 136

analyzing connections between participants’ and researcher’s

, 116

analyzing participants

, 113–114

analyzing researcher

, 114–116

dropping syllable

, 126–127

through envisionment building stances

, 138

identity as teacher

, 136

and making meaning

, 137–138

in new experiences

, 196–197

process

, 4–5, 9–10, 22

reader, text, and context

, 136–138

about relationships and responsibilities

, 135–136

teaching

, 134–135

Mentor texts

, 192–196

learning through experience

, 192–196

Metacognition

, 8–9

Multiple-case case study

, 17

“My Mother Pieced Quilts” poem

, 71, 74

Narrative inquiry

, 11, 55–57, 60, 69, 205–206

considerations for designing

, 64–67

critical events approach to

, 92–93

in educational research

, 59–60

literature

, 206

methodological framework

, 61–64

philosophical assumptions

, 58–59

researchers

, 206–207

space

, 74–75

Narrative mode of reasoning

, 25–26

Narratives

, 60

analysis

, 118

inquirers

, 64–67

making meaning in narrative research

, 45–46

sketches

, 120–121

view of experience

, 48

National Academy of Education’s Committee (NAE Committee)

, 11

National Council Teachers of English (NCTE)

, 14, 22–23, 194

National Research Council

, 12

Negotiating for reading

, 211

Negotiation of entry

, 107

Numbers

, 58

Objectivity

, 59

Other events

, 96

Paradigmatic mode of reasoning

, 25

Personal critical events in teaching

, 95

Personal linguistic-experiential reservoir

, 22

Personification

, 153

Philosophy of experience (Dewey)

, 61

Place

, 62–64

Poem

, 69–71

as event

, 216–217

experience as event

, 73–86

piecing classroom quilt

, 71–73

theory of transactional teaching and learning

, 86–89

Positive critical events

, 95–96

Post-Einsteinian research paradigm

, 91–92

Pragmatism

, 38

Pragmatist philosophical context for making meaning

, 37–39

Problem of complexity

, 12–13

Problem of enactment

, 12–13

Problem of enactment

, 15

Professional development

, 213–214

Professional organizations

, 205–206

Prospective English teachers

, 14–15

Prospective teachers

, 7–8, 13–14

“Pursuing the Dream”

, 149–151

Qualitative methods

, 205–206

Qualitative research methods

, 11

Reader Response Theory

, 208

Readers

, 40–41, 208–209

conversational voice

, 216

teachers as

, 22–23

Reading. See also Writing

, 8–10, 205–206, 208, 211

assumption of reading classroom as text

, 19–20

classrooms as texts

, 79–81

and composing meaning

, 197–200

and composing student teaching

, 181–183

as data analysis

, 117–118

as event

, 92

students

, 183–189

students as texts

, 214

students to gauge student attention and understanding

, 214

teaching as

, 20–22

test

, 198–200

Real learning

, 94–95

Relationship ethics

, 66–67

Reliability

, 59

Rereading events

, 76–78

Research storyworld

, 81–83

Researcher-participant conversations

, 104–105

Researcher-participant relationship

, 66

Researchers

, 14

journal

, 108

Rosenblatt’s transactional theory of reading

, 13, 20–21, 210

Sampling

, 99–100

Scholars

, 14

Schoolteacher

, 14

Self investment in inquiry

, 65–66

Social science

, 57

Sociality

, 62–63

Sociocognitive conceptions of literacy

, 22–23

Stance

, 42–43, 209–210

Story

, 60, 102

identifying

, 112–113

narrative perspective of experience

, 61

Storytelling

, 65

Students

, 7–8, 219–220

meaning made

, 200–201

student-generated communicative signs

, 214

student-teaching internship interview

, 191–192

Tampa Bay Area Writing Project (TBAWP)

, 194–195

Teacher education

knowing and doing in

, 10–11

literature

, 8–9

research

, 205–206

Teacher Education and Learning to Teach (TELT)

, 15

Teachers

, 208, 210

as active meaning-makers before, during, and after teaching events

, 216

educators

, 14, 206–207, 219–220

from imagining to exploring

, 5–6

and meaning makers

, 4–5, 218, 220

process

, 205

as reader

, 31–32

as readers, writers, communicators, and meaning makers

, 22–23

as readers of classroom text

, 212–214

reading students as texts

, 214

reading students to gauge student attention and understanding

, 214

struggling reader

, 3–4

as writer

, 32

as writers of classroom as text

, 214–216

Teaching

, 6

as event

, 92

experiences

, 192

“Maybe I Can Go Catch A Few” story

, 139–147

meaning-making about

, 134–135

reading

, 139

as reading and writing

, 20–22

teaching/learning to read

, 9–10

as transactional

, 210

Temporality

, 62

Testing knowledge in action

, 196–197

fun Fridays story

, 196–197

Texts

, 4, 43–44, 208, 211, 217–218

assumption of reading and writing classroom as

, 19–20

Theoretical reading

, 118–119

Transaction

, 9, 31–32, 207–208, 210

Transactional paradigm

, 10, 35, 37, 207, 210

application to reading process

, 37

implications for language

, 36–37

implications for social relationships

, 37

transaction

, 207–208

TTRW

, 208–210

Transactional teaching, toward theory of

, 200–202

Transactional Teaching and Learning (TTL)

, 205, 211–212

event

, 218

evocation and response

, 216

making meaning

, 217

narrative mode of reasoning

, 25–26

poem as event and event as poem

, 216–217

reading as transactional meaning-making experience

, 24–25

significance

, 26–27

teachers as readers of classroom text

, 212–214

teachers as writers of classroom as text

, 214–216

teaching and learning as transactional

, 210

text

, 217–218

theory

, 6, 23, 27, 86, 89

theory of

, 211–218

transactional paradigm

, 207–210

transactional relationship between reader, text, and context

, 23–24

transactional view of experience

, 24

understanding teachers as meaning makers

, 218–220

Transactional theory (Rosenblatt)

, 33, 35, 208

Transactional Theory of Reading and Writing (TTRW)

, 5, 29, 205, 208, 210, 212, 219

meaning

, 209

reader

, 209

reading

, 208

stance

, 209–210

writing

, 208

Transactional view of experience

, 47–48, 61

University coursework artifacts

, 109

Verisimilitude

, 121–122

Writers, teachers as

, 22–23

Writing. See also Learning

, 208, 211

assumption of writing classroom as text

, 19–20

as data analysis

, 116–117

teaching as

, 20–22