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This practical, "how-to" text, informed by current ideas on teacher research, outlines and illustrates strategies and experiences to foster literacy teachers' abilities to conduct action research in their classrooms or schools. Part I overviews the theory and significance of teacher research and provides a description and rationale for the various activities and experiences that support learning to become teacher researchers. Part II features chapters written by a diverse group of teacher-researchers, interwoven with short commentaries by the editors that address particularly pertinent features or aspects of these reports for novice teacher-researchers in the process of learning to do teacher inquiry. These chapters make visible the various tensions and vulnerabilities that novice teacher researchers experience and how the activities in this book may help address them.Becoming a Teacher Researcher in Literacy Teaching and Learning:Covers the teacher research process from the initial proposal to writing up the reportIllustrates a range of literacy topics in reading and writing and grade levelsFeatures voices of teacher researchers who have gone through the process, and their candid remarks about how activities helped (or not)Offers ideas and examples on writing up the genre of teacher research as publishable or presentable work, emphasizing how to provide a credible account that incorporates not only successes, new understandings, and triumphs, but also the "bumps," tensions, and vulnerabilities in the processAddresses important concepts in teacher inquiry methodology by showing how teacher-researchers operationalized and lived them in their inquiriesDiscusses ethical issues involved in teacher researchIncludes forms readers can duplicate for use, and provides space for users to jot down their own reactions, responses, and questions
Table of Contents
|Defining, Planning, and Starting Your Teacher Research||p. 1|
|So, What Is Teacher Research Anyway?||p. 3|
|Creating Your Research Questions: The First Step in inquiry||p. 12|
|Planning Your Inquiry||p. 18|
|Writing a Preliminary Literature Review to Inform Your Inquiry||p. 30|
|Enacting, Analyzing, and Writing Up Your Inquiry||p. 45|
|Strategies for Data Collection||p. 47|
|Analysis: What Do the Data Mean?||p. 56|
|Writing Up Your Inquiry as an Evocative Account||p. 71|
|Teacher Researcher Reports||p. 87|
|Katie Paciga's Inquiry Paper Reading, Writing, and Sharing: The Journey to Become Kindergarten Authors||p. 89|
|Cindy Pauletti's Inquiry Paper Word Detectives: Students Using Clues to Identify Unknown Words in Text||p. 106|
|Kristen Terstriep's Inquiry Paper Toss Out Your Dictionaries: A Look at More Effective Vocabulary Instruction||p. 121|
|Sandra Zanghi's Inquiry Paper Letting Their Voices Be Heard: Improving Literature Response Participation during Read-Alouds through Small-Group Discussions||p. 136|
|Tara Braverman's Inquiry Paper WhatĂs This Word? Helping Sixth Grade Students Use Reading and Vocabulary Strategies Independently||p. 150|
|Libby Tuerk's Inquiry Paper Let's Read: Motivating Junior High Students to Become Lifelong Readers||p. 164|
|Meg Goethals's Inquiry Paper "Books That Have Ghetto Feelings": How Reading Workshop Increases Inner-City Eighth Graders' Motivation, Engagement, and Comprehension||p. 176|
|Dawn Siska's Inquiry Paper Challenging the "I Quit'.": Going Round and Round with Literature Circles in a Secondary Reading Classroom||p. 195|
|Courtney Wellner's Inquiry Paper "But This IS My Final Draft!" Making Peer Writing Conferences More Effective for Struggling Ninth Grade Students||p. 209|
|Shannon Dozoryst's Inquiry Paper Using Writing Workshop to Guide Revision||p. 225|
|Nicole Perez's Inquiry Paper Coaching as a Collaborative Process||p. 241|
|Catherine Plocher's Inquiry Paper Coaching for Change in a K-8 Urban Elementary School: Building Cultures of Collaboration and Reflective Practices||p. 251|
|Epilogue: Further Reflections and Possibilities||p. 266|
|General Peer Conferencing Form||p. 269|
|Common APA (American Psychological Association) Citing Conventions||p. 270|
|Reminders Regarding Grammatical and Other Language Usage||p. 272|
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