Becoming a Teacher Researcher in Literacy Teaching and Learning: Strategies and Tools for the Inquiry Process

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  • Edition: 1st
  • Format: Nonspecific Binding
  • Copyright: 2011-01-18
  • Publisher: Routledge

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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

Prefacep. vii
Defining, Planning, and Starting Your Teacher Researchp. 1
So, What Is Teacher Research Anyway?p. 3
Creating Your Research Questions: The First Step in inquiryp. 12
Planning Your Inquiryp. 18
Writing a Preliminary Literature Review to Inform Your Inquiryp. 30
Enacting, Analyzing, and Writing Up Your Inquiryp. 45
Strategies for Data Collectionp. 47
Analysis: What Do the Data Mean?p. 56
Writing Up Your Inquiry as an Evocative Accountp. 71
Teacher Researcher Reportsp. 87
Katie Paciga's Inquiry Paper Reading, Writing, and Sharing: The Journey to Become Kindergarten Authorsp. 89
Cindy Pauletti's Inquiry Paper Word Detectives: Students Using Clues to Identify Unknown Words in Textp. 106
Kristen Terstriep's Inquiry Paper Toss Out Your Dictionaries: A Look at More Effective Vocabulary Instructionp. 121
Sandra Zanghi's Inquiry Paper Letting Their Voices Be Heard: Improving Literature Response Participation during Read-Alouds through Small-Group Discussionsp. 136
Tara Braverman's Inquiry Paper WhatĂs This Word? Helping Sixth Grade Students Use Reading and Vocabulary Strategies Independentlyp. 150
Libby Tuerk's Inquiry Paper Let's Read: Motivating Junior High Students to Become Lifelong Readersp. 164
Meg Goethals's Inquiry Paper "Books That Have Ghetto Feelings": How Reading Workshop Increases Inner-City Eighth Graders' Motivation, Engagement, and Comprehensionp. 176
Dawn Siska's Inquiry Paper Challenging the "I Quit'.": Going Round and Round with Literature Circles in a Secondary Reading Classroomp. 195
Courtney Wellner's Inquiry Paper "But This IS My Final Draft!" Making Peer Writing Conferences More Effective for Struggling Ninth Grade Studentsp. 209
Shannon Dozoryst's Inquiry Paper Using Writing Workshop to Guide Revisionp. 225
Nicole Perez's Inquiry Paper Coaching as a Collaborative Processp. 241
Catherine Plocher's Inquiry Paper Coaching for Change in a K-8 Urban Elementary School: Building Cultures of Collaboration and Reflective Practicesp. 251
Epilogue: Further Reflections and Possibilitiesp. 266
General Peer Conferencing Formp. 269
Common APA (American Psychological Association) Citing Conventionsp. 270
Reminders Regarding Grammatical and Other Language Usagep. 272
Intexp. 274
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