ERIC Number: ED402555
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Complexities of a Collaborative Inquiry Community: Mentor Teachers' Growth within a High School English Teacher Education Program. Reading Research Report No. 70.
Hudson-Ross, Sally; Graham, Peg
A case study of 6 high school English teachers illustrates their attitudes, perspectives, and experiences as they became immersed in the first year of a collaborative inquiry community of school and university-based colleagues who redesigned a teacher education program together. Three major categories of growth emerged: (1) perceptions of English teaching; (2) understanding the role of mentor teachers; and (3) impact of the collaborative inquiry group on individual participants. (Contains 20 references, 1 table of data, and 4 notes. Appendix A presents an application form for a study of the National Reading Research Center. Appendix B presents an extensive discussion that focuses on issues of power, communication, and community; yearlong interaction and collaborative growth; and how teacher research connects theory and practice.) (Author/RS)
Publication Type: Reports - Evaluative
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.