Suzanne M Miller

University at Buffalo, The State University of New York | SUNY Buffalo · Department of Learning and Instruction

This paper presents a new pedagogical paradigm ``Crowdlearning'', where students experience deeper learning through collaboratively creating learning materials for each other. Crowdlearning practice is envisioned to produce large ``banks'' of subject matter problems generated by students themselves, in a crowdsourced way, as the students learn new...

This article is an introductory framework to a themed issue of The English Journal that situates the issues, pedagogies, and learning when using Digital Video (DV) with students and teachers. Suzanne Miller and David Bruce served as guest editors.

Calls for research documenting outcomes of new literacy practices in school (e.g., Moje, 2009) focus on the need for understanding adolescents' experiences, what they learn about content, about literacy practices, and about their identities and positions in the world. This metasynthesis of findings from 27 qualitative studies of digital video (DV)...

The rich illustrations of practice encourage both discussion of practical challenges and dilemmas and conceptualization beyond the specific cases. Historically, issues in New Literacy Studies, multimodality, new literacies, and multiliteracies have primarily been addressed theoretically, promoting a shift in educators’ thinking about what constitut...

This study explored the introduction of multi-modal teaching strategies alongside technology implementation in high poverty schools. Teachers were provided with scientific tools, simulations, and teaching stations and provided with training and opportunities to practice teaching strategies developed in conjunction with special education and literac...

Available online at: http://www.citejournal.org

What research-based model can we develop for preparing tomorrow's teachers to use technology that is flexible to different New York urban contexts and to the needs of different teacher preparation institutions? This is the question guiding the three-year study of urban teacher preparation in technology by the New York State Education Department, in...

Within the last few decades literature has been broadly recognized in many disciplines as a major way of knowing, a distinct narrative mode of understanding that can contribute to a keen and critical mind. By stimulating attention to dilemmas, alternative human possibilities, and the many-sidedness of the human situation, literature provides “the v...

What are the differences among American, German, and Japanese classrooms? If we take as a cue the anecdote told by Stiegler and Hiebert (1999) in their book The Teaching Gap, in a Japanese classroom there are students and there is knowledge and the teacher serves as a mediator between them. In a German classroom there are also knowledge and student...

This 2003 book comprehensively covers all major topics of Vygotskian educational theory and its classroom applications. Particular attention is paid to the Vygotskian idea of child development as a consequence rather than premise of learning experiences. Such a reversal allows for new interpretations of the relationships between cognitive developme...

Available online at http://www.ucalgary.ca/iejll/miller_et_al (ISSN 1206-9620).

Innovative ideas in educational psychology, learning, and instruction, originally formulated by Russian psychologist and educator Lev Vygotsky, are currently enjoying unprecedented popularity in the U.S., Latin America, Europe, and Russia. An international team of scholarly contributors provides comprehensive coverage of all the main concepts of Vy...

Problem and Framework. Recent research and theory suggest that the kinds of thinking students develop in literacy activities depend largely on the social -cognitive contexts for language use in classroom interactions (e.g., Bloome & Green, 1984; Heath, 1983; Langer, 1987; Miller, 1991). In this sociocultural approach to mind, thinking originates in...

Concerned with literature instruction and learning, this ethnographic study investigated how a secondary-school teacher, Sharon Legge, used her turning-point literacy experience as a narrative template to guide changes in her teaching of literature. In this report, Suzanne Miller uses a framework integrated from sociocultural psychology, sociolingu...

For 8 years at national conferences and from academic listserves, we collected qualitative researchers’ narratives about problems encountered and solutions tried while researching. Using an emergent design and analytic induction, and triangulating across researcher perspectives, we produced three successive descriptive-interpretive frameworks for u...

For 8 years at national conferences and from academic listserves, we collected qualitative researchers' narratives about problems encountered and solutions tried while researching. Using an emergent design and analytic induction, and triangulating across researcher perspectives, we produced three successive descriptive-interpretive frameworks for u...

Argues that understanding teachers' conceptions of discussion is a neglected and important issue. Reviews new insights from literacy research on text discussion; suggests how that literature provides a broader context for understanding social studies teachers' conceptions of classroom talk. Reflects on the relationship of open-forum discussion to d...

An ethnographic study examined 2 case study students, "Nick" and "John," as they engaged in an integrated literature-United Sates history class cotaught by an English and a social studies teacher in a high school in New York state. The emergent critical perspectives and pluralistic understandings of Nick and John were examined as they were invited...

Developing students' ability to use multicultural perspectives and knowledge to think about literature, history, and society is emerging as an important part of a pluralistic approach to education. Am ethnographic study examined three innovative eleventh-grade literature-history classes as they were negotiated over 2 school years by a pair of Engli...

Internationally, educators are calling for teachers to help students learn to respect and value social and cultural difference. Literature teachers can also contribute to such a revolution in consciousness through literature study. It is crucial to education in a multicultural society that students are taught ways of reading and talking about liter...

An ethnographic approach is taken to describe the development of student critical thinking in the Pittsburgh Discussion Project, focusing primarily on discussion experiences in three classes (one college-bound 9th-grade class and two mainstream 11th-grade classes) over the school year. Weekly discussions were audiotaped, and interviews were conduct...

Thesis (Ph. D.)--University of Pittsburgh, 1988. Includes bibliographical references (leaves 481-495). Microfilm. s