Sharing What Works: Building Knowledge through Practitioner Case Study

Autor/inn/en	Ward, Alessandra E.; Erickson, Joy Dangora
Titel	Sharing What Works: Building Knowledge through Practitioner Case Study
Quelle	In: Reading Teacher, 75 (2021) 2, S.157-167 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ward, Alessandra E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2034
Schlagwörter	Case Studies; Reading Motivation; Reading Habits; Inquiry; Data Collection; Data Analysis; Information Dissemination; Literacy Education; Teacher Researchers + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lesemotivation; Reading habit; Lesegewohnheit; Data capture; Datensammlung; Auswertung; Informationsverbreitung; Lehrerforschung
Abstract	The authors present a plan for classroom teachers and literacy professionals to conduct case studies, particularly of students' reading motivations and engagement. The authors argue for case study as a way for practitioners to contribute important knowledge to the field that is grounded in practitioners' deep, contextual understanding of the realities of classroom life. A roadmap for conducting a case study is presented, beginning with the selection of an inquiry topic and proceeding through data collection, analysis, and sharing of results. The roadmap is grounded in examples from the authors' and other practitioner researchers' case studies of reading motivation and engagement, and additional resources and suggestions for accomplishing a case study within the constraints of classroom routines are provided. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01