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ERIC Number: ED291744
Record Type: RIE
Publication Date: 1988-Feb
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Use of Practical Arguments in Staff Development. A Study of Teachers' Research-Based Instruction of Reading Comprehension.
Richardson-Koehler, Virginia; Fenstermacher, Gary D.
It is suggested in this paper that practical arguments can be used in teacher education and staff development programs to introduce teachers to research-based practices. Practical arguments consist of three types of premises--value, empirical, and situational--that conclude with an action, or an intention to act. Such arguments are a useful way to think about the ways teachers can use research results as evidence, as information, and as sources of insight for them to consider along with their own experiences. A staff development process based on practical argument elicitation can help a teacher bring together, organize, and analyze a set of premises that provide rationale for an action, and examine them in relation to research. An example is given of the use of practical arguments in changing beliefs and practices. A description is presented of a teacher education model currently being developed as part of the Reading Instruction Study that will use belief interviews, videotaping, group practical argument elicitation, and current research discussions to change teaching practices. The purpose of this model program is to provide teachers with a way of examining their practice in relation to their classroom goals and also to explore their premises about reading, students, and teaching. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Arizona Univ., Tucson. Coll. of Education.
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (New Orleans, LA, February 17-20, 1988).