A Yankee Individualist in Dialogue and Confrontation with the Progressive Literacy Left.

Autor/in	Demetrion, George
Titel	A Yankee Individualist in Dialogue and Confrontation with the Progressive Literacy Left.
Quelle	(1999), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Persistence; Adult Educators; Adult Learning; Definitions; Educational Philosophy; Educational Research; Essays; Literacy Education; Personal Narratives; Research Problems; Research Projects; School Holding Power; Student Motivation; Teacher Attitudes; Teacher Researchers; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Adulte education; Begriffsbestimmung; Bildungsphilosophie; Erziehungsphilosophie; Bildungsforschung; Pädagogische Forschung; Essay; Aufsatzunterricht; Erlebniserzählung; Forschungskritik; Forschungsvorhaben; Schulische Motivation; Lehrerverhalten; Lehrerforschung; Theorie-Praxis-Beziehung
Abstract	This document presents the personal narrative of an adult literacy practitioner who has worked with Literacy Volunteers of America and a reading center in Connecticut and who signed up for the National Center for the Study of Adult Learning and Literacy (NCSALL) Teacher Research Project on Learner Motivation, Retention, and Persistence in 1998. The narrative focuses on why the teacher researcher's involvement in the NCSALL project proved problematic. The following issues are discussed in detail: (1) the problems stemming from the fact that the teacher researcher and his project-designated facilitator each had very different understandings of the concept of teacher research; (2) the difficulties arising from the impracticality of the researcher's initially selected topic from the standpoint of implementation as part of the NCSALL project; (3) the motivation problems encountered by the teacher researcher because of the fact that, although the NCSALL project's areas of focus were important to his reading center's program, they were not the areas of focus most central to meeting the reading center's goals. The essay concludes by raising the issue of whether an individual teacher researcher has the right to challenge the operative assumptions of the NCSALL project designers and transform their purposes for the project. (Contains 15 references.) (MN)
Anmerkungen	For full text: http://www.crec.org/atdn/teacher_resources/practresearch.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC