Matching theories to questions

2. What theoretical perspective lies behind the methodology?

Questions I think we may answer through examination of our data:
* What kinds of reflective techniques do experienced teachers use as they engage in formative assessment and response? (very connected to, an extension of our Reflections article and therefore using Schon's notion of the reflective practitioner, theories of reflection and knowledge building--what theories specifically?)

* What kinds of reflective moves do students typically use when asked to think about their learning? (very connected to, an extension of our Reflections article and therefore using Schon's notion of the reflective practitioner, theories of reflection and knowledge building--what theories specifically?)

* What does reflective growth look like in students over the course of a semester?

* In what ways does positionality emerge in formative assessment and how might we productively respond to positional statements? (standpoint theory, whiteliness, positionality theory, feminism?)

* How does affect emerge in formative assessment, both on the part of teachers and of students and what role does the formative assessment tool seem to play in addressing affective responses? (Davidson's interactionist theory? critical pedagogy? feminist theory?)

* What are the roles of regular response in the classroom (from teacher to student and student to teacher)? I'm suddenly struck by the letters Frye used to write to his students. I never thought of them as formative assessment, but in small ways they were like the CIQs but less anonymous. (a wide range of rhetorical or communication theories might be applied here, but which?)