ERIC Number: ED243132
Record Type: RIE
Publication Date: 1984-Jan
Reference Count: 0
The Written Literacy Forum: Combining Research and Practice. Research Series No. 138.
Clark, Christopher M.; Florio-Ruane, Susan
Composed of teachers, researchers, and teacher educators, the Written Literacy Forum suggests a model for bringing research and practice together. During its first two years of operation, the forum (1) investigated the means of rendering research findings in a form meaningful to practitioners; (2) created three formats for sharing research findings--simulation games for graduate student-researchers, the small roundtable format for inservice meetings between practitioners and researchers, and group analysis of case studies; (3) noted that while teachers and preservice teachers sought the opinions of teacher members of the forum during inservice meetings, administrators and curriculum specialists tended to seek information from forum researchers; and (4) found from classroom observations that effective teachers alternate their attention and energies among three levels of sociocognitive environments for writing in the high school: the general social system of the classroom, the curriculum, and the needs of individual students. (Samples of teacher-made materials used during inservice activities are appended.) (MM)
Descriptors: Administrator Attitudes, Classroom Environment, Classroom Research, Cooperation, Higher Education, Inservice Teacher Education, Literacy, Models, Research Utilization, Secondary Education, Student Needs, Teacher Attitudes, Teacher Effectiveness, Teacher Role, Writing (Composition), Writing Improvement, Writing Instruction, Writing Processes, Writing Research
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00).
Publication Type: Collected Works - Proceedings; Guides - Classroom - Teacher
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Identifiers: Theory Practice Relationship