Pappas / Tucker-Raymond Becoming a Teacher Researcher in Literacy Teaching and Learning

Strategies and Tools for the Inquiry Process
Erscheinungsjahr 2011
ISBN: 978-1-136-86113-0
Verlag: Taylor & Francis
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 288 Seiten

Designed to facilitate teachers’ efforts to meet the actual challenges and dilemmas they face in their classrooms, Becoming a Teacher Researcher in Literacy Teaching and Learning:

- provides background information and key concepts in teacher research

- covers the "how-to" strategies of the teacher research process from the initial proposal to writing up the report as publishable or presentable work

- illustrates a range of literacy topics and grade levels

- features twelve reports by teacher researchers who have gone through the process, and their candid remarks about how activities helped (or not)

- helps teachers understand how knowledge is constructed socially in their classrooms so that they can create instructional communities that promote all students’ learning.

Addressing the importance of teacher research for better instruction, reform, and political action, this text emphasizes strategies teachers can use to support and strengthen their voices as they dialogue with others in the educational community, so that their ideas and perspectives may have an impact on educational practice both locally in their schools and districts and more broadly.

Autoren/Hrsg.

Pappas, Christine C.

Pappas, Christine

Tucker-Raymond, Eli

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Preface

Part 1: Defining, Planning, and Starting Your Teacher Research

Part 1 Introduction

- So, What Is Teacher Research Anyway?

- Creating Your Research Questions—The First Step in Inquiry

- Planning Your Inquiry

- Writing a Preliminary Literature Review to Inform Your Inquiry

Part 2: Enacting, Analyzing, and Writing Up Your Inquiry

Part 2 Introduction

- Strategies for Data Collection

- Analysis—What do the Data Mean?

- Writing Up Your Inquiry as an Evocative Account

Part 3: Teacher Researcher Reports

Part 3 Introduction

- Katie Paciga’s Inquiry Paper

Reading, Writing, and Sharing: The Journey to Become Kindergarten Authors

- Cindy Pauletti’s Inquiry Paper

Word Detectives: Students Using Clues to Identify Unknown Words in Text

- Kristen Terstriep’s Inquiry Paper

Toss Out Your Dictionaries: A Look at More Effective Vocabulary Instruction

- Sandra Zanghi’s Inquiry Paper

Letting Their Voices Be Heard: Improving Literature Response Participation during Read-Alouds through Small-Group Discussions

- Tara Braverman’s Inquiry Paper

What’s This Word? Helping Sixth Grade Students Use Reading and Vocabulary Strategies Independently

- Libby Tuerk’s Inquiry Paper

Let's Read: Motivating Junior High Students to Become Life-Long Readers

- Meg Goethals’s Inquiry Paper

"Books that Have Ghetto Feelings": How Reading Workshop Increases Inner-City Eighth-Graders’ Motivation, Engagement, and Comprehension

- Dawn Siska’s Inquiry Paper

Challenging the "I Quit!" Going ‘Round and ‘Round with Literature Circles in a Secondary Reading Classroom

- Courtney Wellner’s Inquiry Paper

"But This IS My Final Draft!" Making Peer Writing Conferences More Effective for Struggling 9th Grade Students

- Shannon Dozoryst’s Inquiry Paper

Using Writing Workshop to Guide Revision

- Nicole Perez’s Inquiry Paper

Coaching as a Collaborative Process

- Catherine Plocher’s inquiry Paper

Coaching for Change in a K–8 Urban Elementary School: Building Cultures of Collaboration and Reflective Practices

Epilogue: Further Reflections and Possibilities

Appendices

Appendix A: General Peer Conferencing Form

Appendix B: Common APA (American Psychological Association) Citing Conventions

Appendix C: Reminders for Grammatical and Other Language Usage

Index

Über Autor(innen)

Christine C. Pappas is Professor Emerita, Curriculum and Instruction, University of Illinois at Chicago.

Eli Tucker-Raymond is Research Scientist with the Chèche Konnen Center at TERC.