Literaturnachweis - Detailanzeige
| Autor/inn/en | Sherwood, Emily; Domingues, Maria; Elsen, Greg; Tagessen, Jodi; Wang, Hang; Xie, Weiyung Sarah; Kane, Patrick; Maldonado, Aracelis; Cyrus, Michael |
|---|---|
| Titel | Collaboration for Literacy Improvement: The Experiences of Teacher-Researchers in the First Stages of an Inquiry Process |
| Quelle | In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 94 (2021) 3, S.128-136 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-8655 |
| DOI | 10.1080/00098655.2021.1907147 |
| Schlagwörter | Literacy; Teacher Researchers; Teaching Experience; Data Use; Inquiry; English (Second Language); Second Language Instruction; Immersion Programs; International Schools; Secondary School Teachers; Foreign Countries; Teacher Collaboration; China |
| Abstract | This study describes the experiences of teachers during a data-driven inquiry process to improve literacy-related practices. This action research was initiated at an international English immersion school for native Chinese speakers. Two 9th grade professional learning communities (PLC) from the English and Social Studies departments collaboratively studied student and instructional data to form an action plan. Four team members reflected upon their experiences during the process, in light of their own identities, cultural backgrounds, and previous experiences. These reflections, as well as follow-up qualitative interviews, were qualitatively analyzed based on action research. The data showed that while the process was perceived as beneficial to most participants, perceptions varied based on teacher background. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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