Abstract of

Collaborative Conversations About Second-Grade Readers

Sarah Picard

This article tells the story of young second-grade teacher and her quest to help students reach the New York state standards in reading. It is the yearlong story of incredible professional growth highlighted by the conversations surrounding student learning. The collaborative conversations between the teacher, her colleague, and her staff developer show the connection between teacher conversation and increased student achievement. The article ends with specific recommendations for policymakers and school administrators looking to bring this kind of collative culture to their school.

Abstract from Picard, S. (2005, February). Collaborative Conversations About Second-Grade Readers. The Reading Teacher, 58(5), 458–464. doi: 10.1598/RT.58.5.5