Includes bibliographical references (pages 191-209) and index.

This book presents a case study of two people learning to teach. It shows them engaging two groups of fourth-grade students in discussion about the meaning of texts. The two groups differ with respect to race, geographical location, and affluence. As the novice teachers learn to clarify their own questions about meaning, they become better listeners and leaders of the discussions. Eventually, they mix the students from the two classrooms, and the reader watches them converse about a text as the barriers of race and class seem to break down. In addition to the detailed analysis of the case study, thkis book presents philosophical, literary, and psychological foundations of interpretive discussion and describes its three phases: preparation, leading, and reflection. --From publisher's description.

SACFinal081324