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Full-Text Articles in Education
Editorial Introduction, Catherine F. Compton-Lilly
Editorial Introduction, Catherine F. Compton-Lilly
Networks: An Online Journal for Teacher Research
Welcome to Volume 16, Number 2 of Networks: An Online Journal for Teacher Research. I am happy to introduce you to another volume featuring the voices of educators. This issue includes articles that focus on talk in a grade three classroom, first year teachers in science classrooms, pre-service teacher development, action research in a special education classroom, dialogic interactions and reading, the project approach in kindergarten, as well as a short article on action research and first year faculty and a review of Critical Discourse Analysis in Education by Rebecca Rogers.
Promoting Reflective Practices In Special Education Through Action Research: Recommendations From Preservice Teachers, Paula Wenner Conroy
Promoting Reflective Practices In Special Education Through Action Research: Recommendations From Preservice Teachers, Paula Wenner Conroy
Networks: An Online Journal for Teacher Research
In response to research showing the benefits of reflective practices, many personnel preparation programs have sought ways to help teachers-intraining (pre-service teachers) develop reflective practices in their teaching. This has been done by providing multiple opportunities for reflection and scaffolding within a variety of reflective experiences during extensive field and student teaching practicum experiences (Harford & MacRuairc, 2008). One powerful approach for integrating inquiry into teaching and reflection in practice is action research. The purpose of this article article is to provide a description of an effort by faculty to increase teacher reflection in the preparation program area of special …
How Does Talk Around Reading Influence Comprehension In Third Grade?, Karen Gruhn Tomczak
How Does Talk Around Reading Influence Comprehension In Third Grade?, Karen Gruhn Tomczak
Networks: An Online Journal for Teacher Research
This study attempts to document the efficacy of peer-support and self-monitoring during partnered reading by third grade students as evidenced by their discourse. Pairs of third grade students engaged in partnered reading in a general education third grade classroom. Their oral reading, coaching and conversations were recorded using i-Pod2s over the course of twenty days. The digital audio recordings were then analyzed to determine if the students employed reading strategies, what types of reading strategies they used, and how other discourse between the students influenced reading behaviors.
Roles Beyond Instruction: Facilitating The Development Of Preservice Teachers, Yvonne Franco
Roles Beyond Instruction: Facilitating The Development Of Preservice Teachers, Yvonne Franco
Networks: An Online Journal for Teacher Research
Identifying a Signature Pedagogy that ensures high-quality teacher preparation is essential to the field of teacher education, as inconsistencies across programs throughout our country threaten our profession. Drawing on a comprehensive study of the professions, Lee Shulman (2005) provides a lens from which to identify Signature Pedagogy and the underlying experiences that support it, as pedagogies of uncertainty, engagement, and formation. As a teacher-educator, this action research study examines my efforts in understanding how I can use my knowledge of Signature Pedagogy to design, implement and study practices that facilitate pre-service teachers’ conceptualization of the teacher’s role beyond instruction. Using …
Critical Dialogues About The Reading Process With In-Service Teachers And Children, Koomi Kim, Maria Perpetua Liwanag, Violet Henderson, Peter Duckett
Critical Dialogues About The Reading Process With In-Service Teachers And Children, Koomi Kim, Maria Perpetua Liwanag, Violet Henderson, Peter Duckett
Networks: An Online Journal for Teacher Research
This article investigates how teacher educators and teachers collaborate via dialogic interactions to support the development of elementary students’ reading strategies. By implementing comprehension-centered reading tools such as the Burke reading interview and strategy rulers in partnership with in-service teachers, we are able to sustain ongoing inquiry and evaluation of effective literacy practices that enhance student learning.
Action Research And Project Approach: Journey Of An Early Childhood Pre-Service Teacher And A Teacher Educator, Ellie Wastin, H. Sophia Han
Action Research And Project Approach: Journey Of An Early Childhood Pre-Service Teacher And A Teacher Educator, Ellie Wastin, H. Sophia Han
Networks: An Online Journal for Teacher Research
The purpose of this article is to share an action research study conducted by an early childhood pre-service teacher in a Kindergarten classroom. There were dual goals for this action research: (a) to enhance preservice teacher’s questioning and classroom management strategies, and (b) to enhance Kindergarten children’s scientific inquiry and knowledge. A teacher guided mini-project approach was adopted as a main instructional methodology for a ‘Rain and Water Cycle’ project. Using video, we documented self-reflection and feedback. Through this experience, the pre-service teacher gained both knowledge and confidence. At the same time, the Kindergarten children took an active role in …
Action Research As First Year Faculty: Exploring The Path Less Taken, Emily A. Daniels, Maureen Squires
Action Research As First Year Faculty: Exploring The Path Less Taken, Emily A. Daniels, Maureen Squires
Networks: An Online Journal for Teacher Research
The integration of educational research and practice is essential if any genuine progress is to be achieved in addressing compelling, complex and significant issues in education (Pine, 2009, p. 3). As new faculty members, both authors came to the process of action research through collaboration. The path was a new one that we had previously not explored, one that emerged as we moved forward together. We started down this woody lane with ideas, hopes and flashlights to begin to clarify our work, our ideas, and the needs of our students. We also hoped to illuminate the way for other junior …
Updating Critical Discourse Analysis In Education, Erica Newhouse
Updating Critical Discourse Analysis In Education, Erica Newhouse
Networks: An Online Journal for Teacher Research
The publication of the second edition of Rogers’ An Introduction to Critical Discourse Analysis in Education is timely and relevant to the current social, political, and educational climate. Rogers’ text provides an in-depth introduction to critical discourse analysis (CDA) in education, an understanding of how the education “crisis” has been constructed, and the possibilities for researchers to use this approach to interrupt these “naturalizations.” This edition reflects changes in the field with the addition of Gunther Kress’ multimodal social semiotic approach to discourse analysis, which opens new areas of investigation and critique.
Shifting The Intellectual Authority In Science Classrooms From Teachers To Students: How Novice Teachers Use Tools To Analyze And Advance Practice, Jessica Thompson, Anna Kramer, Lindsay Carlson, Lindsay Holladay, Bethany Sjoberg
Shifting The Intellectual Authority In Science Classrooms From Teachers To Students: How Novice Teachers Use Tools To Analyze And Advance Practice, Jessica Thompson, Anna Kramer, Lindsay Carlson, Lindsay Holladay, Bethany Sjoberg
Networks: An Online Journal for Teacher Research
To meet the immense challenges our society faces in areas such as energy, health, and environmental protection, we, as science teachers and teacher educators, need to invest in the creation of classroom cultures that turn the intellectual heavy lifting over to the students while developing students’ identities as competent learners. Our vision is that classrooms are both intellectually rigorous—accountable to important ideas and practices in the discipline—and uncompromisingly responsive to students’ developing scientific ideas. Problematically, this type of teaching is currently rare in science classrooms (Corcoran & Gerry, 2011; Kane & Staiger, 2012; Pasley, 2002; Roth & Garnier, 2007; Weiss, …
Editorial Introduction, Catherine F. Compton-Lilly
Editorial Introduction, Catherine F. Compton-Lilly
Networks: An Online Journal for Teacher Research
Welcome to Volume 16, Number 1 of Networks: An Online Journal for Teacher Research. I am thrilled to introduce you to another volume featuring the voices of educators. This issue includes articles focused on learning centers in first grade classrooms, mentoring teacher researchers, and the potential of reflective journaling for preservice teachers as well as a review of The Networked Teacher: How New Teachers Build Social Networks for Professional Support by Kira Baker-Doyle.
Don’T Waste My Time; Exploring The Reflective Journaling Requirement In The Student Teaching Experience, Amy Spiker
Don’T Waste My Time; Exploring The Reflective Journaling Requirement In The Student Teaching Experience, Amy Spiker
Networks: An Online Journal for Teacher Research
For many years reflective journaling has been a required component of the student teaching experience at my university. The students I supervise are required to reflect upon their teaching experience in writing. Journaling has evolved over the past few years from a traditional paper and pencil journal to journals that allow more flexibility and choice. Students can now record their journal on a word processor or write a dialogue journal with their mentor teacher.
Finding The Connectors And Catalysts: A Book Review Of The Networked Teacher: How New Teachers Build Social Networks For Professional Support By Kira J. Baker-Doyle, Suzanne L. Porath
Finding The Connectors And Catalysts: A Book Review Of The Networked Teacher: How New Teachers Build Social Networks For Professional Support By Kira J. Baker-Doyle, Suzanne L. Porath
Networks: An Online Journal for Teacher Research
Kira J. Baker-Doyle opens an important conversation about the support new teachers need to thrive in their first years of teaching with her book The Networked Teacher: How New Teachers Build Social Networks for Professional Support. Few would argue that the first years of teaching are the most stressful, with statistics indicate that about 50% of new teachers leave the profession within the first five years (Smith & Ingersoll, 2004). Some schools and districts provide mentoring programs or new teacher professional development, but Baker-Doyle argues that these traditional programs fail to support new teachers, and especially new teachers of the …
The Preparation Of Mentors Who Support Novice Teacher Researchers, Ann Schulte
The Preparation Of Mentors Who Support Novice Teacher Researchers, Ann Schulte
Networks: An Online Journal for Teacher Research
In my eleven years as a teacher educator at CSU Chico, I have always used action research and self-study to learn about my own practice. I have also taught both credential and MA students the process of AR, but I had yet to lead a cohort of students in a yearlong study. I was excited about the action research requirement of the newly created Rural Teacher Residency (RTR) program. In this program, teacher candidates (called Residents) earned a teaching credential and a Masters degree in 18 months. As part of the RTR program faculty, I had been given the major …
Chaos In The Classroom: Center Learning In A 1st Grade Setting, Courtney F. Lanaux, Kristen E. Vice, Kenneth J. Fashing-Varner
Chaos In The Classroom: Center Learning In A 1st Grade Setting, Courtney F. Lanaux, Kristen E. Vice, Kenneth J. Fashing-Varner
Networks: An Online Journal for Teacher Research
How can centers be utilized in a classroom so students have full control of what they are learning and when? Can centers be used effectively post-kindergarten? During student teaching in a first grade classroom in southeast Louisiana, two student teachers, their classroom mentor teacher, and the 1st grade students experienced center learning that integrated all areas of the curriculum and was utilized for 45 minutes each day. Students were expected to determine which center they needed to attend each day, which activity to complete, who to complete it with, where to put completed work, and how to successfully tidy up …