Becoming a Teacher Researcher in Literacy Teaching and Learning: Strategies and Tools for the Inquiry Process
Editat de Christine Pappas, Eli Tucker-Raymonden Limba Engleză Hardback – 18 ian 2011
- 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.
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Specificații
ISBN-13: 9780415996204
ISBN-10: 0415996201
Pagini: 288
Ilustrații: 12 tables, 4 halftones, 3 line drawings and Following Sample Textbook A
Dimensiuni: 178 x 254 x 18 mm
Greutate: 0.69 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 0415996201
Pagini: 288
Ilustrații: 12 tables, 4 halftones, 3 line drawings and Following Sample Textbook A
Dimensiuni: 178 x 254 x 18 mm
Greutate: 0.69 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Cuprins
Preface
Part 1: Defining, Planning, and Starting Your Teacher Research
Part 1 Introduction
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
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 InquiryPart 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 AccountPart 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
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
Notă biografică
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.
Eli Tucker-Raymond is Research Scientist with the Chèche Konnen Center at TERC.
Descriere
Practical, engaging, and informed by current ideas on teacher research, this text outlines and illustrates strategies and experiences to foster literacy teachers’ abilities to conduct action research in their classrooms or schools.