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ERIC Number: ED406356
Record Type: Non-Journal
Publication Date: 1997
Pages: 154
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8077-3558-2
ISSN: N/A
Interpreting Teacher Practice: Two Continuing Stories. The Practitioner Inquiry Series.
Schulz, Renate
This volume is a longitudinal study that explores the responses of two experienced high school English teachers to curriculum changes and examines how a teacher's past attitudes and experiences influence current practice. There are six chapters. The first is a discussion of narrative inquiry as a research method. The next two chapters are narrative accounts of the classroom practices of the two participants as observed by the researcher. This is followed by a strong response by one participant, uncomfortable with the researcher's "story." This response, in turn, brings the researcher back to discuss methodological and ethical issues of collaborative research and to explore the relationship between researcher and participant in the field. The final chapter of the book discusses narrative meaning. It examines narrative construction, rhetorical devices, literary theories, the author's role, and the reader's voice. (Contains 80 references.) (CH)
Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027.
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A