Literature as Data Summaries

Initial Wondering: How can I encourage T to participate, without calling out, during Math lessons?

*or reading lessons?

Does your wondering pass the litmus test? Complete the checklist below to confirm.

� Is it specific?

� Is it focused on student learning?

� Is it a real question (question whose answer is not known)?

� Is it a question about which you are passionate?

� Is it a “how can I” wondering? (What impact might it have on your students?)

� Is it free of judgmental language?

� Is it focused on your own practice?

� Is it a dichotomous (yes/no) question?

� Is it clear and concise?

� Is it doable?
APA Citation: Prather, C. (2021). The Code for Student Engagement. Educational Leadership, 79(4), 52-.

Notes about Key Quotes & Ideas Actions or Impact on Actions in the Classrooms
(Think of 3 or more ideas)

1. Engagement equation: Successability x Worthwhileability - Focus on worthwhileability of tasks in the classroom

= High Engagement (page 1)
2. Being present-oriented vs future-oriented and its impact
on the worthwhileability of a task. (page 2)
3. “Teachers must create opportunities for students to
share their existing knowledge.” (Page 5) – leverage
students’ perspectives
- Leverage students’ perspective by creating space for
students to reflect on their prior learning and experiences
- Incorporate present-oriented lessons, to allow students
to feel engaged
- Ensure essential questions are worthwhile and relevant
to students’ lives.

4. “Are my essential questions worthwhile? Are they

relevant to my students’ lives? Are they even essential,
or are they merely content-specific unit questions?”
(page 5)
How does this article relate to equity in the classroom?
This article emphasizes the importance of allowing the student to decide when they want to invite us in. It explains then
concept that some students are more present-oriented due to the experiences in their lives, which makes it difficult for
them to engage in lessons where there is a future-oriented focus.
APA Citation: Dixon, J. K., Egendoerfer, L. A., & Clements, T. (2009). Do they really need to raise their hands? Challenging a
traditional social norm in a second-grade mathematics classroom. Teaching and Teacher Education, 25(8), 1067–1076.
https://doi.org/10.1016/j.tate.2009.04.011

Notes about Key Quotes & Ideas Actions or Impact on Actions in the Classrooms
(Think of 3 or more ideas)

1. “Research indicates that learning opportunities arise as
students participate in whole-class social interactions.”
(page 2) – moving from raising the hand
2. “‘Teachers need to develop the skills of listening to
students’ words, interpreting the mathematical ideas they
express, and identifying the relationship between student
thinking and the mathematics on her agenda” (page 2) –
encouraging mathematical concepts and thinking
- Emphasize whole class discussions and talk through the
problem
- Encourage students to use their words and explain their
mathematical thinking
- Encourage social situations, using group work or partner
work for students to work through the math

3. “Each section of the lessons provided a different type of

instruction engaging the students in three different types
of learning situations. These consisted of whole group
discussions, small group interactions, and paired or
individual work in the practice workbook.” (page 3) –
different methods to encourage engagement

4. “When students were observed conversing with their

friends in an informal setting prior to the introduction of
the new social norms, they were animated, excited,
quick to correct each other” (page 4) – students are
more engaged in social situations
How does this article relate to equity in the classroom?
This article allows all students to be involved in the math/work in the lesson. The student that raises their hand is not the
only student that gets “chosen” to share. All students have the opportunity to share their thinking and do the work. This
is helpful especially for those students who do not get called on often or may not raise their hands often.

APA Citation: Šalamounová, Z., & Fučík, P. (2019). The relationship between peer status and students’ participation in classroom
discourse. Educational Studies, 47(4), 438–455. https://doi.org/10.1080/03055698.2019.1706042
Notes about Key Quotes & Ideas Actions or Impact on Actions in the Classrooms
(Think of 3 or more ideas)

1. “This positive correlation between likeability and
participation is driven by dominance which is directly
proportional to likeability. The positive correlation
between likeability and participation is caused by the fact
that students who are liked are at the same time
dominant.”
2. “The interconnection between peer status and student
participation grows especially among students with lower
academic achievement which creates an imaginary
triangle of achievement – peer status – participation in
classroom discourse.”
3. “We believe the most probable explanation lies in the
fact that teachers know that students with high
dominance index are willing to communicate.”
How does this article relate to equity in the classroom?
- Students who are more “dominant” are considered more
liked and are therefore the students who participate
more.
- Students who are liked end up holding dominance in the
classroom
- Imaginary triangle of achievement impacts student
participation – students who are low achieving and have
low peer status are least likely to participate
- Even when teachers are the deciders of who gets to
speak, the same is true – because teachers may rely on
previous experiences where specific students may have
consistently communicated well, and then continue to
call on those students
- This can encourage teachers to be more aware
when calling students, being sure not to only call
on those who are dominant

This article touches on the impact of peer status on students’ participation. It is understood that the students who
dominate in the classroom are typically those who are well-liked by their peers, and who therefore participate more. This
in turn means that those students who may not be as liked may not feel inclined to participate and therefore may perform
lower. By acknowledging the impact of peer status on participation, educators can be aware of reasons that may hinder
students from participating, ultimately creating/fostering a safer environment that encourages all to participate through
 equitable practices.

Reflection:

What are several themes you found across your literature summaries?

The literature that I have chosen highlight themes of student-centered focus (worthwhileability and ensuring that content is relevant
to students’ lives) as well as themes of social structures within schools (social interaction and peer status). In terms of student-
centered focus, the literature highlights the importance of making sure that students are able to relate to the content being taught,
otherwise they will not engage. Social structures within schools are important as they have an impact on students’ participation and
engagement. When students are able to interact with their peers through collaborative work, they often perform better and are able
to learn from each other. It is also understood that with social structures, peer status comes into play, especially when participating
in class – students who are well liked may dominate discussions.

What are some of your ideas for how to utilize what you learned from your literature with your inquiry student? How will this
promote equity for your student?

I can ensure that my inquiry student is able to relate to what is being taught, so that he can better apply it in his own life, making
the material worthwhile. This promotes equity for my student as he will be able to grasp the content and gain better understanding.
I can also better understand his reasoning for unnecessarily calling out, as he may be doing so for validation from his peers –
hoping that through domination of class discussions, he may gain the likeness of his peers. By acknowledging this I can better
guide him to follow the expectations by positively reinforcing him when he does what he is asked of, especially in front of the class.
This will promote equity as he won’t be called out negatively in front of others and will therefore be encouraged to participate.

How have you revised your wondering after the literature data collection? Why or Why not? If a new wondering, add it here.

I have not revised my wondering because I still want to help my student participate appropriately, by raising his hand. Through
literature data collection, I have better understood why my student may be calling out and also how to help combat this practice.