Article Summary "The implementation of high-leverage teaching practices: From the University classroom to the field site" By Davin & Troyan
The theory used in this article is socio-cultural theory. This is clearly seen in some of the sentences used by the authors, such as "the present study operates within a socio-cultural perspective of learning—that is, a perspective that traces the structures and processes of thinking to an individual's interactions" (p. 3) and "in the study reported here, the socio-cultural theory of learning functioned on multiple planes" (p. 4).
Knowledge is understood by interacting with other people. The knowledge understood after interacting adds to the knowledge already possessed by a person.
Learning is understood from this theory is by interacting with other people as well. The authors use the statement from Vigotsky in expressing their opinion about learning by interacting with others, namely, "Learning occurs on the social level as individuals interact with others in the environment" (p. 3). Because it requires interaction, teaching is carried out using high-leverage teaching practice. In addition, the authors also explain the importance of the mental development process in teaching and learning activities by citing "a long-term, complex, developing mental process that is the result of participation in the social practices and contexts associated with learning and teaching" (p. 2).
Data collection can be conducted by video recording to monitor the actions taken by teachers/students when interacting with other teachers/students. Interviews can also be conducted to find out more about the interaction activities carried out by fellow teachers/students.
Davin, K. J., & Troyan, F. J. (2005). The implementation of high-leverage teaching practices: From the University classroom to the field site. Foreign Language Annals, 48(1), 124–142. https://doi.org/10.1111/flan.12124