ABSTRACT
This chapter focuses on the design of the literacy interventions that were developed to scaffold professional learning and discipline writing instruction in our project schools. I first discuss research regarding a social orientation to developing teacher knowledge, followed by the principles of the scaffolding pedagogy that underpin the instructional sequences in our project schools. I also discuss research that has focused on the development of students’ critical literacy. This review of research concludes with discussion of the implications for designing literacy interventions. The second part of the chapter provides an overview of each step of the design-based research approach, with subsequent chapters further illuminating how teachers applied their knowledge about language for the benefit of their students.
