Teacher Inquiries in Literacy Teaching-Learning

Learning To Collaborate in Elementary Urban Classrooms

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book Teacher Inquiries in Literacy Teaching-Learning by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781135688882
Publisher: Taylor and Francis Publication: January 1, 2001
Imprint: Routledge Language: English
Author:
ISBN: 9781135688882
Publisher: Taylor and Francis
Publication: January 1, 2001
Imprint: Routledge
Language: English

This book consists of the reports of 13 urban elementary teacher researchers' year-long inquiries around literacy topics--conducted as part of a collaborative school-university action research project. The focus is on how they attempted to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and how their inquiry efforts resulted in developing more collaborative styles of teaching. These teachers explore how collaborative classroom interactions occur when teachers move away from teaching-as-transmission approaches to ones in which they share power and authority with their students--viewing them not as 'at risk' but instead as 'at promise.'

Because the everyday interactions between teachers and students are realized by social talk in the classroom, classroom discourse was analyzed to study and document the teacher researchers' efforts to make changes in the locus of power in literacy teaching and learning. Their chapters are filled with classroom discourse examples to illustrate their points.

The volume includes teacher inquiries conducted in elementary classrooms from kindergarten through eighth grade. Three took place in bilingual classrooms, one in a special education class. These inquires cover a range of literacy topics, including reading-aloud, language richness, writing, literature discussion groups, drama, and 'pretend' reading.

The background and theoretical underpinnings of the project are discussed in an introduction written by the editors; in the conclusion they pull together the major themes in the teacher researchers' chapters and discuss the political implications of their efforts to change literacy teaching and learning in their urban classrooms.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book consists of the reports of 13 urban elementary teacher researchers' year-long inquiries around literacy topics--conducted as part of a collaborative school-university action research project. The focus is on how they attempted to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and how their inquiry efforts resulted in developing more collaborative styles of teaching. These teachers explore how collaborative classroom interactions occur when teachers move away from teaching-as-transmission approaches to ones in which they share power and authority with their students--viewing them not as 'at risk' but instead as 'at promise.'

Because the everyday interactions between teachers and students are realized by social talk in the classroom, classroom discourse was analyzed to study and document the teacher researchers' efforts to make changes in the locus of power in literacy teaching and learning. Their chapters are filled with classroom discourse examples to illustrate their points.

The volume includes teacher inquiries conducted in elementary classrooms from kindergarten through eighth grade. Three took place in bilingual classrooms, one in a special education class. These inquires cover a range of literacy topics, including reading-aloud, language richness, writing, literature discussion groups, drama, and 'pretend' reading.

The background and theoretical underpinnings of the project are discussed in an introduction written by the editors; in the conclusion they pull together the major themes in the teacher researchers' chapters and discuss the political implications of their efforts to change literacy teaching and learning in their urban classrooms.

More books from Taylor and Francis

Cover of the book At the Edge of Law by
Cover of the book Images of Issues by
Cover of the book The Modern Law of Contract by
Cover of the book Spoken and Written Discourse in Online Interactions by
Cover of the book Language, Ideology and Education by
Cover of the book Heidegger on East-West Dialogue by
Cover of the book Women, Enlightenment and Catholicism by
Cover of the book Japanese Capitalism in Crisis by
Cover of the book Place and Progress in the Works of Elizabeth Gaskell by
Cover of the book Cross-Curricular Primary Practice by
Cover of the book Issues in Mathematics Teaching by
Cover of the book Jung's Psychology and its Social Meaning by
Cover of the book Chewing Gum by
Cover of the book Themes in Economic Anthropology by
Cover of the book Sustaining Domestic Budget Deficits in Open Economies by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy