ERIC Number: ED495829
Record Type: Non-Journal
Publication Date: 2005
Reference Count: 31
Working Toward Equity: Writings and Resources from the Teacher Research Collaborative
Friedrich, Linda, Ed.; Tateishi, Carol, Ed.; Malarkey, Tom, Ed.; Simons, Elizabeth Radin, Ed.; Williams, Marty, Ed.
National Writing Project (NJ3)
What is equity? What does it mean to work for equity in schools? What does it mean to make equity central in our work as teacher-researchers? "Working Toward Equity" explores these and other questions in thirteen narratives from a broad spectrum of educators chronicling their real work in classrooms, schools, districts, and professional development organizations. This book grew out of the pursuits of the Teacher Research Collaborative, a three-year collaboration among educators who believe that the power of inquiry can be focused on vital educational goals such as equity. The educators are affiliated with the following organizations: National Writing Project; Bay Area Coalition for Equitable Schools; and the Coalition of Essential Schools Bay Area Writing Project. Two introductions begin this work: Introduction (Linda Friedrich) and Inquiry for Equity: What Does It Mean for Teacher Research? (Tom Malarkey). The book then divides into three parts and fifteen main sections. Part I, Making Equity Explicit in Inquiry, presents: (1) Introduction (Tom Malarkey, Section Editor); (2) Finding Myself in My Inquiry: A Teacher's Story (Sarah Capitelli); (3) Building on Success: Changing Our Practice to Better Serve African American Students (Pirette McKamey); and (4) Leading from Personal Experience: Autobiography as a Foundation for Developing African American Teacher Leadership (Gwendolyn Williams). Part II, Examining Questions of Equity in Teaching, contains: (5) Introduction (Marty Williams, Section Editor); (6) An East Oakland Odyssey: Exploring the Love of Reading in a Small School Elena Aguilar); (7) Taking Tests (Robert Roth); (8) Learning to Listen: Supporting Classroom Teachers Through Collaborative Inquiry (Oreather J. Bostick-Morgan); and (9) Learning to Teach Elementary Mathematics: Inquiry in Preservice Teaching (Marcie Osinsky). Part III, Building Inquiry Communities and Leadership for Equity, contains: (10) Introduction (Linda Friedrich, Elizabeth Radin Simons, and Carol Tateishi, Section Editors); (11) Developing a Culture of Inquiry for Equity: One School's Story (Tanya Friedman); (12) A Practical Practice: Shaping and Owning Teacher Research (Deborah Juarez); (13) Partners in Inquiry: Embedding Teacher Inquiry into School Reform (Marty Williams); (14) Working Together: Designing a Districtwide Action Research Plan for Professional Development (Deborah Green); and (15) Focusing on Equity in an Established Teacher Research Program (Carol Tateishi). A "Further Reading" section presents: (1) Starting an Annotated Bibliography of Teacher Research for an Urban K-8 School (Elizabeth Radin Simons); and (2) Annotated Bibliography of Teacher Research. The final section, Tools, contains an introduction followed by: (1) Sample Meeting Norms and Procedural Norms; (2) Protocol Background Descriptions; (3) Tuning Protocol; (4) Consultancy Protocol; (5) BayCES Teacher Inquiry Protocol; (6) Suggestions for Writing Response Groups; (7) Notes for Writing Group Facilitators; (8) Loop Writing to Support Inquiry; (9) Response Group Protocol for First-Draft Writing; (10) Response Group Protocol for Mid-Draft Writing; and (11) "Overhearing" Response Group Protocol for Longer Manuscripts. This volume concludes with the following resources for teacher-researchers: (1) Handouts and Information on Inquiry and Equity; (2) Sample Inquiry-for Equity Program Outlines, Proposals, Agendas, and Descriptions; (3) Tools for Collecting Data from Students; and (4) Sample Protocols, Writing Tools, and Meeting-Facilitation Guidelines.
Descriptors: Small Schools, Educational Change, Teacher Leadership, Professional Development, Norms, Autobiographies, Annotated Bibliographies, African American Students, Equal Education, Outcomes of Education, Teacher Researchers, Teacher Collaboration, Educational Objectives, Writing (Composition), African American Teachers
National Writing Project. University of California, 2105 Bancroft Way #1042, Berkeley, CA 94720-1042. Tel: 510-642-0963; Fax: 510-642-4545; e-mail: firstname.lastname@example.org; Web site: http://www.writingproject.org/
Publication Type: Books; Collected Works - General
Education Level: N/A
Sponsor: Walter S. Johnson Foundation, Menlo Park, CA.; W. Clement and Jessie V. Stone Foundation, Chicago, IL.; Department of Education, Washington, DC.; Coalition of Essential Schools, Oakland, CA.
Authoring Institution: National Writing Project, Berkeley, CA.