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Full-Text Articles in Education
Elementary Professional Development Within A ‘Practical’ Action Research Effort To Improve Student Literacy, T. G. Ryan, A.M. Aquino, D. Berry, K. Clausen, R.L. Wideman
Elementary Professional Development Within A ‘Practical’ Action Research Effort To Improve Student Literacy, T. G. Ryan, A.M. Aquino, D. Berry, K. Clausen, R.L. Wideman
Networks: An Online Journal for Teacher Research
The purpose of this inquiry was to support and augment the action research efforts of elementary teachers who were attempting to enhance literacy outcomes in their respective classrooms. Included are elementary teacher insights, university-based facilitator views, and principal perspectives that together complete a picture of our professional development efforts. Together the data provide an overview of an action research effort, wherein praxis was noted as a necessary element to assume ‘practical’ investigative roles. Praxis herein is the deliberate, informed, planned, and systematic action which is the critical underpinning of all action research efforts. The action in this case was directed …
Editorial Introduction, Catherine Compton-Lilly
Editorial Introduction, Catherine Compton-Lilly
Networks: An Online Journal for Teacher Research
A few weeks ago, I had an opportunity to meet with teacher researchers from across the country at a day-long preconference sponsored by the International Reading Association’s Teaching as a Researching Profession Special Interest Group and Teacher as Researcher Subcommittee. This is not the first time I have had the opportunity to connect with teacher researchers. In fact, I have been active with teacher research for over twenty years. Back in 1987 the idea of teacher research was radical. Imagine teachers researching their own practices and using their insights to talk back to policies and mandates that limit learning for …
Do As I Say And Do As I Do: Teacher Educators’ Narratives About Urban Teaching, Grace Mcdaniel, Harriett Fayne, Susan Constable, Deanne Knoblauch, Patricia Ryan, Adele Weiss
Do As I Say And Do As I Do: Teacher Educators’ Narratives About Urban Teaching, Grace Mcdaniel, Harriett Fayne, Susan Constable, Deanne Knoblauch, Patricia Ryan, Adele Weiss
Networks: An Online Journal for Teacher Research
Teacher educators share much in common with their pre-service candidates, but neither group resembles the increasingly diverse PreK-12 student population in cities across the United States. In the words of Gary Howard (1999): How can you teach what you don’t know? A group of faculty members at a small, suburban liberal arts college decided to address this dilemma head-on by creating an urban teaching group. In addition to reading about and discussing important issues related to urban education and culturally responsive pedagogy, we participated in community mapping with early childhood candidates and were assigned to inner-city elementary classrooms. Across a …
J-Lo’S Story: Can The Diva And The Genius Co-Exist?, Melissa Arlen Blank
J-Lo’S Story: Can The Diva And The Genius Co-Exist?, Melissa Arlen Blank
Networks: An Online Journal for Teacher Research
It was an average March day in Arizona. J-Lo sat in Algebra class, wearing her favorite Baby Girl t-shirt and a pair of jeans. She and her friend Clara were tipsy from sipping on a Gatorade bottle filled with a clever mix of Lemon-Lime tastiness and vodka. But J-Lo’s behavior wasn’t so clever. She decided to interject her daily commentary on the day’s lesson. “Mr. A, this class is so boring!” He noticed that she slurred her speech and seemed more disconnected than usual. One whiff of her potent concoction, and the teacher knew right away why J-Lo seemed to …
The Problem Of Models And Modeling: One Teacher's Solution, Aviva B. Dorfman
The Problem Of Models And Modeling: One Teacher's Solution, Aviva B. Dorfman
Networks: An Online Journal for Teacher Research
Teaching and learning as complex, interactive, co-constructed processes (Bransford, Brown, & Cocking, 2000) make being a teacher a complicated task. Teachers’ problems are often ill-structured, options for possible solutions are many, and the criteria for consideration of different solutions do not necessarily indicate a right or wrong answer. According to Richardson (2003), because constructivism is a theory of learning and not a theory of teaching, the literature on constructivist pedagogy is sparse about what constitutes effective constructivist teaching. The story of how I solved my own long-standing teaching dilemma about modeling contributes to the articulation of elements of effective constructivist …