ERIC Number: ED393077
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Teacher Candidate Research on Literacy in High School Classrooms. Instructional Resource No. 19.
Graham, Peg; Hudson-Ross, Sally
In recent years, there has been a renewed interest in teacher research and action research as ways of knowing about teaching and learning, but assisting preservice and inservice teachers to become teacher researchers has not traditionally been accommodated by teacher education programs. The model English education program at the University of Georgia has sought to address that oversight by developing a collaborative inquiry approach in which mentor-teachers and university instructors design research experiences for preservice teachers across a yearlong experience. Teacher candidates inquire into their own apprenticeship of observation prior to collecting data in their students as members of adolescent culture, as language users, and as readers and writers. This paper describes how one group of teacher candidates gained experience with classroom inquiry, research questions, data collection methods, and data analysis in an effort to connect theory and practice about learning to teach. Contains 24 references and a figure listing insights gained through research. Appendixes provide a brief description of four projects, instructions for writing a learner profile, the rubric for learner profiles, data analysis techniques, response forms, excerpts from journal entries, a research assignment on student writers, a chart to structure data collection, excerpts from analyses of writers autobiographies, instructions for writing a reader profile/autobiography, and excerpts from completed readers' autobiographies. (Author/RS)
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.