ERIC Number: ED408248
Record Type: RIE
Publication Date: 1997-Mar
Literacy Partners: Teacher Innovation in a Study/Research Group.
Grisham, Dana L.
A study/research partnership between university teacher educators and teachers was formed when teachers at the third-, fourth- and fifth-grade levels decided to implement an innovation called Literature Response Groups in their classrooms. The setting was an urban elementary school in northern California. Participants included six elementary teachers, a reading specialist, a university faculty member, and a graduate student intern. Data were collected through group meetings and discussion, participant-observation, classroom observation, and interviews. The study/research group provided a structure for support of the classroom teachers as they implemented a teaching innovation, the "literature response group." The results support the efficacy of the study/research group in promoting teacher professional development. The group provided a safe environment for risk-taking and an opportunity for collaboration. Implementation required intense effort over a sustained period of time, and it was necessary for teachers to be able to turn over some control to students. This was particularly an issue for some teachers who feared the loss of control while they continued to be held accountable for classroom management and student achievement. The degree of innovation varied with each teacher but most teachers were successful at implementing the innovation. (Contains 26 references.) (JLS)
Descriptors: Childrens Literature, Classroom Research, Constructivism (Learning), Elementary School Students, Elementary School Teachers, Grade 3, Grade 4, Grade 5, Heterogeneous Grouping, Higher Education, Instructional Innovation, Intermediate Grades, Learner Controlled Instruction, Learning Activities, Partnerships in Education, Primary Education, Reader Response, Reading Instruction, Teacher Educators, Teacher Role
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).