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Articles 1 - 5 of 5
Full-Text Articles in Education
Teacher Inquiry: A Catalyst For Professional Development, Divonna Stebick, Jonathan Hart, Lauren Glick, Jaime Kindervatter, Jenna Nagel, Cathy Patrick
Teacher Inquiry: A Catalyst For Professional Development, Divonna Stebick, Jonathan Hart, Lauren Glick, Jaime Kindervatter, Jenna Nagel, Cathy Patrick
Networks: An Online Journal for Teacher Research
Teachers seek and require meaningful professional development opportunities to truly grow in the profession. Teacher inquiry, or teacher research, is one way to accomplish professional development goals. Teacher inquiry is thought of as individualized, personalized, and meaningful professional development (Cochran-Smith & Lytle, 1999). In this paper we articulate the learning of a cohort of certificated professionals engaged in a year-long project that included asking research questions, designing data collection tools, and developing an independent study to examine their questions. Nine certificated professionals participated in the year-long project representing various grade levels and experiences. Data was collected through teacher reflections and …
Positioning Dispositions In Initial Teacher Education: An Action Research Approach, Qilong Zhang, Joanne Hayes, Rawhia Tehau-Grant, Roberta Skeoch, Lois France, Ke Jiang, Ruth Barnes
Positioning Dispositions In Initial Teacher Education: An Action Research Approach, Qilong Zhang, Joanne Hayes, Rawhia Tehau-Grant, Roberta Skeoch, Lois France, Ke Jiang, Ruth Barnes
Australian Journal of Teacher Education
In spite of debate, ambiguity, and tension around teacher dispositions, in the past over two decades, the place of dispositions in initial teacher education (ITE) has been widely supported among policy makers and researchers. Specifically, debate on whether dispositions are teachable has largely given way to action to foster dispositions. Adopting a two-cycle participatory action research design, this study explored ways to teach the first-year teacher candidates’ dispositions in an early childhood ITE programme in New Zealand. The intervention included eight focus dispositions and corresponding strategies to teach each focus disposition. Data collection methods included student self-assessment surveys, individual and …
Supporting English Learners Through Practice-Based Research, Catherine Lammert, Erica B. Steinitz Holyoke
Supporting English Learners Through Practice-Based Research, Catherine Lammert, Erica B. Steinitz Holyoke
Reading Horizons: A Journal of Literacy and Language Arts
Learning to use critical practice-based research as part of teaching is an important goal for preservice teachers, especially for those who plan to teach English learners in linguistically diverse settings. In this study, we examine the experiences of preservice teachers who were introduced to a framework for enacting iterative, transformative action research, and used the framework to study their own teaching in a one-on-one writing partnership with young English learners. Using an established self-efficacy survey instrument, as well as qualitative measures such as course artifacts and observations of teaching, we conducted a mixed-methods study to examine the impact of research …
Shuffle Lit!: Using Ipod Shuffles To Encourage Literacy Experiences At Home, Ashlee B. Hover
Shuffle Lit!: Using Ipod Shuffles To Encourage Literacy Experiences At Home, Ashlee B. Hover
Networks: An Online Journal for Teacher Research
A kindergarten teacher used action research to examine how literature, audio books, homework, and Apple iPod Shuffles can be combined to encourage and improve literacy at home. The research participants consisted of 16 kindergarten students in Middle Tennessee and their parents. The kindergarten students took home a tote bag with the following contents: an Apple iPod Shuffle loaded with many audio stories, six books, two types of headphones, and an iPod listening/reading log. The students took the project materials home for a week to enjoy with their parents and other family members. The parents or siblings recorded the students’ experiences …
Re-Reading, Re-Writing, And Re-Imagining Texts: Critical Literacy In A Kindergarten Classroom, Meredith Labadie
Re-Reading, Re-Writing, And Re-Imagining Texts: Critical Literacy In A Kindergarten Classroom, Meredith Labadie
Dissertations
This qualitative action research study focuses on the integration of critical literacy practices in a kindergarten classroom. Critical literacy recognizes that no texts are neutral, and that authors position their readers in particular ways. Thus critical literacy practices are those concerned with positioning readers to inquire into issues of language and power, and to disrupt, critique, and challenge texts. In this study, critical literacy was brought to life through a curriculum of rereading and revisiting texts over time. The study took place in the researcher’s kindergarten classroom, and follows students’ discussion, written responses, and dramatizations around texts read aloud in …