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Author : Christine C. Pappas
Publisher : Routledge
Page : 267 pages
File Size : 33,55 MB
Release : 2001
Category : Education
ISBN : 1135688893
A collection of urban elementary teacher researchers' year-long inquiries around literacy topics show how they attempted to transform their teaching practices to meet the needs of students from diverse ethnic & linguistic backgrounds.
Author : Dixie Goswami
Publisher : Teachers College Press
Page : 116 pages
File Size : 36,44 MB
Release : 2009
Category : Education
ISBN : 0807777366
On Teacher Inquiry could be read as an answer to the question, “Teacher research: What’s in it for the students?” This book offers a framework, examples, and practical guidelines for teacher researchers on how to design and conduct individual and collaborative inquiries that build new knowledge and theories about teaching and learning. “What a jewel of a book!” —Ann Lieberman, Senior Scholar at Stanford University “On Teacher Inquiry is for those who cherish what the editors call ‘the habit of inquiry’ because they understand that teaching is always about learning, both theirs’ and their students’.” —Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst “Bringing to life what it means to create a web of meaning for students and collaborative learning communities for teachers, the book portrays how teacher research fosters both reflective teaching and affirmative experiences for diverse students.” —Ann Lewin-Benham, author of Powerful Children “Teacher researchers have long endeavored to bring the heartbeats and breathing of living classrooms to the educational community. This volume continues in that great tradition.” —Bob Fecho, University of Georgia “Both as a resource for those new to teacher inquiry and for the more experienced, the book makes a very important contribution to this exceptional series.” —Susan L. Lytle, Founding Director, Philadelphia Writing Project, Graduate School of Education, University of Pennsylvania
Author : Christine C. Pappas
Publisher : Lawrence Erlbaum Associates
Page : pages
File Size : 45,73 MB
Release : 2000-08-01
Category : Education
ISBN : 9780805837209
This book consists of the reports of 13 urban elementary teacher researchers' year-long inquiries around literacy topics -- conducted as part of a collaborative school-university action research project. The focus is on how they attempted to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and how their inquiry efforts resulted in developing more collaborative styles of teaching. These teachers explore how collaborative classroom interactions occur when teachers move away from teaching-as-transmission approaches to ones in which they share power and authority with their students -- viewing them not as 'at risk' but instead as 'at promise.' Because the everyday interactions between teachers and students are realized by social talk in the classroom, classroom discourse was analyzed to study and document the teacher researchers' efforts to make changes in the locus of power in literacy teaching and learning. Their chapters are filled with classroom discourse examples to illustrate their points. The volume includes teacher inquiries conducted in elementary classrooms from kindergarten through eighth grade. Three took place in bilingual classrooms, one in a special education class. These inquires cover a range of literacy topics, including reading-aloud, language richness, writing, literature discussion groups, drama, and 'pretend' reading. The background and theoretical underpinnings of the project are discussed in an introduction written by the editors; in the conclusion they pull together the major themes in the teacher researchers' chapters and discuss the political implications of their efforts to change literacyteaching and learning in their urban classrooms.
Author : Christine C. Pappas
Publisher : Routledge
Page : 257 pages
File Size : 13,77 MB
Release : 2001-01-01
Category : Education
ISBN : 1135688885
This book consists of the reports of 13 urban elementary teacher researchers' year-long inquiries around literacy topics--conducted as part of a collaborative school-university action research project. The focus is on how they attempted to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and how their inquiry efforts resulted in developing more collaborative styles of teaching. These teachers explore how collaborative classroom interactions occur when teachers move away from teaching-as-transmission approaches to ones in which they share power and authority with their students--viewing them not as 'at risk' but instead as 'at promise.' Because the everyday interactions between teachers and students are realized by social talk in the classroom, classroom discourse was analyzed to study and document the teacher researchers' efforts to make changes in the locus of power in literacy teaching and learning. Their chapters are filled with classroom discourse examples to illustrate their points. The volume includes teacher inquiries conducted in elementary classrooms from kindergarten through eighth grade. Three took place in bilingual classrooms, one in a special education class. These inquires cover a range of literacy topics, including reading-aloud, language richness, writing, literature discussion groups, drama, and 'pretend' reading. The background and theoretical underpinnings of the project are discussed in an introduction written by the editors; in the conclusion they pull together the major themes in the teacher researchers' chapters and discuss the political implications of their efforts to change literacy teaching and learning in their urban classrooms.
Author : Julian Kitchen
Publisher : Emerald Group Publishing
Page : 314 pages
File Size : 21,71 MB
Release : 2011-02-15
Category : Education
ISBN : 0857245929
Explores how individuals' identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education.
Author : Victoria J. Risko
Publisher : Teachers College Press
Page : 156 pages
File Size : 30,80 MB
Release : 2016-07-01
Category : Education
ISBN : 0807775010
Risko and Vogt provide a unique and progressive approach for engaging the professional learning of teachers of literacy, reading specialists, literacy coaches and instructional leaders, content specialists, and administrators. Their deliberate use of Professional Learning signals the importance of educators engaging in authentic and inquiry-based decision-making. They describe and provide examples of needs assessments and progress monitoring activities that are embedded within differentiated professional learning activities, such as book clubs, lesson study, family literacy groups, and peer and literacy coaching. Actions and decisions are directed by questions generated by teachers, coaches, and administrators as they engage in collaborative and self-directed efforts to advance their knowledge and resolve dilemmas that impact instruction and students’ learning. Book Features: Provides authentic examples for implementing professional learning (PL) that addresses and resolves authentic dilemmas educators and students face.Synthesizes current research on effective professional learning with a literacy emphasis.Describes evidence-based and differentiated professional learning opportunities that engage instructional changes that are situated within meaningful and school-based applications.Advances knowledge about applications of professional learning that is collaborative, substantive, situated, dynamic, intense, and personal. Makes explicit connections to Common Core and similar State standards-based instruction.Includes reflection and self-study questions at the end of each chapter. “Professional Learning in Action will help close the ‘knowing/doing’ gap.... [The authors] have developed a systematic way to ensure that teachers are members of collaborating learning groups that harness the power of collective teacher efficacy.” —From the Foreword by Douglas Fisher, professor of educational leadership, San Diego State University “A must-read for educators involved in supporting high-quality literacy teaching. Current research about the importance of job-embedded, authentic professional learning serves as the foundation for the many practical ideas in this book.” —Rita M. Bean, professor emerita, University of Pittsburgh “This book will make a compelling contribution as a guiding resource for teachers and for those who support teachers' professional learning. It is focused on the needs of adult learners, respectful of teachers’ knowledge, and responsive to dynamic changes in educational standards.” —Maryann Mraz, University of North Carolina at Charlotte
Author : National Research Council
Publisher : National Academies Press
Page : 223 pages
File Size : 49,40 MB
Release : 2000-05-03
Category : Education
ISBN : 0309064767
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
Author : Richard Beach
Publisher : Teachers College Press
Page : 193 pages
File Size : 43,19 MB
Release : 2015-04-17
Category : Education
ISBN : 0807770647
This innovative resource describes how teachers can help students employ "literacy tools" across the curriculum to foster learning. The authors demonstrate how literacy tools such as narratives, question-asking, spoken-word poetry, drama, writing, digital communication, images, and video encourage critical inquiry in the 5-12 classroom. The book provides many examples and adaptable lessons from diverse classrooms and connects to an active Website where readers can join a growing professional community, share ideas, and get frequent updates: http://literacytooluses.pbworks.com
Author : Joyce E. Many
Publisher : Routledge
Page : 398 pages
File Size : 19,33 MB
Release : 2001-01-01
Category : Education
ISBN : 1135673772
This volume offers a unique glimpse into the teaching approaches and thinking of a wide range of well-known literacy researchers, and the lessons they have learned from their own teaching lives. The contributors teach in a variety of universities, programs, and settings. Each shares an approach he or she has used in a course, and introduces the syllabus for this course through personal reflections that give the reader a sense of the theories, prior experiences, and influential authors that have shaped their own thoughts and approaches. In addition to describing the nature of their students and the program in which the course is taught, many authors also share key issues with which they have grappled over the years while teaching their course; others discuss considerations that were relevant during the preparation of this particular syllabus or describe how it evolved in light of student input. The book is organized by areas within literacy education: reading; English/language arts; literature; emergent literacy; content-area literacy; literacy assessment and instruction; literacy and technology; and inquiries into literacy, theory, and classroom practice. It is accompanied by an interactive Web site: http://msit.gsu.edu/handbook. This online resource provides additional information about the authors' courses including complete syllabi, recommended readings, grading rubrics, and sample assignments. Readers are invited to respond and contribute their own syllabi and teaching experiences to the discourse generated by the volume.
Author : Kim Koh
Publisher : BRILL
Page : 137 pages
File Size : 13,7 MB
Release : 2019-07-29
Category : Education
ISBN : 9004385673
This book covers the narratives of three authors who have different educational backgrounds, academic experiences, and fields of study. It interrogates and discusses the topic of educational assessment in different education systems, which represent eastern and western cultures and political contexts. The book provides recommendations for developing teachers’ assessment literacy in teacher education and professional development programs. It also serves as a springboard for futher inquiry into the subject.