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Full-Text Articles in Education
Improving Urban Teachers’ Assessment Literacy Through Synergistic Individualized Tutoring And Self-Reflection, Dennis Murphy Odo
Improving Urban Teachers’ Assessment Literacy Through Synergistic Individualized Tutoring And Self-Reflection, Dennis Murphy Odo
Networks: An Online Journal for Teacher Research
In this reflective piece, I provide an account of one method I am developing for fostering the assessment literacy of pre-service teachers’ in an Master of Arts in Teaching program through individualized tutoring of K-6 learners that also incorporated collaborative reflection. This method was developed for a pre-service teacher education course on individualized literacy assessment and instruction. I incorporated the individualized tutoring sessions and candidate reflection activities to develop candidates’ assessment literacy in response to several observations I made as I taught the class. The teacher research I consulted to address this challenge echoed my experience of the general superficiality …
Empowerment For Whom? Empowerment For What? Lessons From A Participatory Action Research Project, Meagan Call-Cummings, Christine James
Empowerment For Whom? Empowerment For What? Lessons From A Participatory Action Research Project, Meagan Call-Cummings, Christine James
Networks: An Online Journal for Teacher Research
This article sets forth the process through which I, an educator of over 20 years, my research mentor, and my 52 Latino/a students answered questions that were important to us through participatory action research. I start the process by asking if and how I am empowering my students, and they start their own parallel process by asking about their relationships with their White teachers. By engaging in various data collection approaches, including Boal’s (1985) Theatre of the Oppressed and Photovoice, we are all able to answer these questions. I learn that as a teacher I do not empower students; they …
Multimedia Teacher Research, Heather Leaman, Connie Dilucchio
Multimedia Teacher Research, Heather Leaman, Connie Dilucchio
Networks: An Online Journal for Teacher Research
In this qualitative study, two teacher educators and course instructors in a Masters of Education (M.Ed.) program explored beginning teacher researchers’ use of multimedia to support action research. Fifty-eight teachers (36 in spring 2010 and 22 in spring 2011) completed teacher research as the capstone in their M.Ed. program. Teachers utilized the MERLOT website (Multimedia Educational Resource for Learning and Online Teaching) to develop and submit their research as an alternative to traditional paper submission. As teachers conducted their research, course instructors investigated how the teachers’ use of multimedia strengthened or limited their teacher research work. Data from teacher researchers …
A Book Review – Digging Deeper Into Action Research: A Teacher Inquirer’S Field Guide, Jim R. Carlson
A Book Review – Digging Deeper Into Action Research: A Teacher Inquirer’S Field Guide, Jim R. Carlson
Networks: An Online Journal for Teacher Research
Digging Deeper into Action Research proves itself a handy companion for practitioners embarking on the journey of action research. The chapters are organized in logical order, beginning with a brief historical overview of teacher research and its critical contribution to the national dialogue on education. Dana frames educational research as highly contextualized, reminding readers that “outside experts,” those removed from the day-to-day operations of school, have historically set the terms for what counts as research in education (Cochran-Smith & Lytle, 1993).
Teacher Candidates’ Learning Gains: The Tale Of Two Co-Teachers, Hillary Merk, Melanie Betz, Colleen O' Mara
Teacher Candidates’ Learning Gains: The Tale Of Two Co-Teachers, Hillary Merk, Melanie Betz, Colleen O' Mara
Networks: An Online Journal for Teacher Research
Co-teaching during the student teaching experience has been given increased attention among researchers and teacher educators. Co-teaching facilitates an apprenticeship arrangement that encourages modeling of classroom practice for the candidate and provides a chance to implement directly what is being learned. This qualitative study explored teacher candidates’ learning gains using the co-teaching model for student teaching. Teacher candidates were able to see more clearly the dynamics of how a classroom works and the process by which teachers plan lessons, implement curriculum, and manage the many duties of a classroom teacher.
Editorial Introduction, Suzanne Porath
Editorial Introduction, Suzanne Porath
Networks: An Online Journal for Teacher Research
Too often teacher research is conducted in isolation, but deeper reflection and action can occur when teacher research is conducted and/or shared with others. In Volume 17, Number 2 of Networks: An Online Journal for Teacher Research educators/researchers illustrate how collaboration with others enhanced their understanding of their own practice. This issue provides a broad range of perspectives in using teacher research including teacher candidates, classroom teachers, and graduate students.
From Knowing To Understanding Student Empowerment: A Narrative Approach To Research In A Middle School, Brian R. Horn
From Knowing To Understanding Student Empowerment: A Narrative Approach To Research In A Middle School, Brian R. Horn
Networks: An Online Journal for Teacher Research
This paper examines how, as a teacher researcher, I employed a narrative approach to research to better understand my 8th grade Language Arts students’ empowerment in school. Drawing on sociocultural theory, critical pedagogy and a narrative approach to teacher research, students’ voices were privileged and compared to the systemic assumptions regarding student empowerment inherent in No Child Left Behind (NCLB) policy in order to develop a stronger professional understanding of how schools empower and disempower students.
Inquiry Into Teaching: Using Reflective Teaching To Improve My Practice, Sarah E. Pennington
Inquiry Into Teaching: Using Reflective Teaching To Improve My Practice, Sarah E. Pennington
Networks: An Online Journal for Teacher Research
How effective is reflective teaching in increasing the engagement and achievement of pre-service teachers when utilized by a first-year college instructor? This article documents a practitioner inquiry project in which I reflected both on my own observations and student feedback regarding what teaching methods were most beneficial in an undergraduate elementary education class. Data included student feedback, personal researcher journal entries, student quiz scores, and format for presenting material in class. Pre-service teacher engagement and learning were both enhanced by integration of videos, activities, and higher level questions into class sessions. The results of this research affirm the power of …
Uncovering And Informing Preservice Teachers’ Prior Knowledge About Poverty, Charlotte Anne Mundy, Melinda Marie Leko
Uncovering And Informing Preservice Teachers’ Prior Knowledge About Poverty, Charlotte Anne Mundy, Melinda Marie Leko
Networks: An Online Journal for Teacher Research
This study explored 30 preservice teachers’ knowledge on issues related to poverty. In an openended questionnaire, preservice teachers’ perceptions of poverty and how teachers should respond to students from poverty were explored. Results indicated that preservice teachers’ knowledge was nonspecific and lacked focus on the relationship among poverty, schools, and students. These results indicate a need for us as teacher educators to provide preservice teachers with (a) specific details about realities of poverty, (b) opportunities to discuss and observe the relationship among poverty, teachers, and schools, and (c) examples of children and families from poverty who have positive attributes.
Editorial Introduction, Suzanne Porath
Editorial Introduction, Suzanne Porath
Networks: An Online Journal for Teacher Research
Whether in the PreK-12 classroom or at the college level, action research empowers researchers to observe, reflect and take action on their own practice. In Volume 17, Number1 of Networks: An Online Journal for Teacher Research educators/researchers illustrate how their personal inquiries impacted their practice as pre-service teachers, classroom teachers, or university instructors. The articles in this edition encourage educators to listen to the voices of the students they teach because student voices can teach teachers.
Making The Leap To Teacher: Pre-Service Residents, Faculty, And School Mentors Taking On Action Research Together In An Urban Teacher Residency Program, Emily J. Klein, Monica Taylor, Karina Monteiro, William Romney, Meshelle Scipio, Alex Diaz, Barbara Dunn, Suzanne Poole
Making The Leap To Teacher: Pre-Service Residents, Faculty, And School Mentors Taking On Action Research Together In An Urban Teacher Residency Program, Emily J. Klein, Monica Taylor, Karina Monteiro, William Romney, Meshelle Scipio, Alex Diaz, Barbara Dunn, Suzanne Poole
Networks: An Online Journal for Teacher Research
This article explores what happens when school mentors and university faculty co-facilitate a cycle of action research with pre-service science teacher residents in an urban teacher residency. The voices of all three constituents describe the process of doing action research together in community and its impact on their practice. The pre-service teacher residents narrate their questions, how they explore them, and highlight their findings. They discuss how the use of action research as a methodology deepened and extended their development as critically reflective practitioners. Finally we discuss the implications of the inquiry stance of action research for both the individuals …
Time To Talk: A Review Of Reading Girls: The Lives And Literacies Of Adolescents, Erica Newhouse
Time To Talk: A Review Of Reading Girls: The Lives And Literacies Of Adolescents, Erica Newhouse
Networks: An Online Journal for Teacher Research
Hadar Dubowsky Ma’ayan regards Reading Girls: The Lives and Literacies of Adolescents as an important extension of Finder’s (1997) Just Girls: Hidden Literacies and Life in Junior High. Ma’ayan, a 5th grade teacher, conducts practitioner action research while taking a year off from teaching at Lincoln Middle School. Once a week, she met with a group of six racially and socioeconomically diverse 8th grade girls to participate in a Girls’ Literacy Discussion Group (GLDG).