This study examined the complexities of mentoring discourse and agentive teacher preparation. I argue that such an examination is necessary to better prepare student teachers to engage agentively with the powerful status quo in schools. I begin by discussing the intersections of current thinking about mentoring and dialogue, and I describe how…

This 5-month qualitative study investigates how one high school English teacher situated students as readers and writers within daily, spontaneous classroom interactions. Specifically, the author draws on positioning theory (van Langenhove & Harre, 1999) as a lens to analyze how the teacher navigated improvised responses during three separate…

The history between Cheektowaga Central and the University at Buffalo illustrates the benefits of forming long-term collaborative relationships between teacher education programs and local schools. In 1998, the author was approached by Suzanne Miller regarding the possibility of Meg Callahan, then a doctoral student at the University at Buffalo,…