ERIC Number: ED393078
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Enhancing Student and Teacher Engagement in Literacy Learning: A Shared Inquiry Approach. Instructional Resource No. 17.
Thomas, Sally; Oldfather, Penny
By focusing on what and how students want to learn, shared inquiry between teachers and students is inherently motivating, supporting students' intrinsic motivation. When students themselves participate as educational theorists, learning experiences become more engaging for both students and teachers. The yearlong inquiry described in this paper highlights the self-selected reading portion of a balanced language arts curriculum. Teachers and students are encouraged to use the example discussed in the paper as a way to step into shared inquiry of their own choosing in which they explore the meanings, purposes, and outcomes of their literacy curricula. Contains 36 references and 9 figures presenting excerpts from students' journals. A student questionnaire is attached. (Author/RS)
Publication Type: Reports - Descriptive; Tests/Questionnaires
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.