Researching and Reshaping Literacy Learning: Three Urban K-6 Teachers' Ongoing Transformations through Everyday Action Research

Autor/inn/en	Rainville, Kristin Nicole; Enriquez, Grace
Titel	Researching and Reshaping Literacy Learning: Three Urban K-6 Teachers' Ongoing Transformations through Everyday Action Research
Quelle	In: Networks: An Online Journal for Teacher Research, 18 (2016) 1, Artikel 3 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-6353
Schlagwörter	Literacy Education; Action Research; Educational Policy; Qualitative Research; Graduate Students; Elementary School Students; Case Studies; Urban Schools; Student Diversity; Sociocultural Patterns; Teaching Methods; Elementary School Teachers; Teacher Researchers; Teacher Role; Professional Identity; Teacher Attitudes; Learning Processes; Low Income + Suchen Sie Ihr Suchwort? Projektforschung; Politics of education; Bildungspolitik; Qualitative Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerforschung; Lehrerrolle; Lehrerverhalten; Learning process; Lernprozess; Niedriglohn
Abstract	Given the vast range of diversity among children's backgrounds and needs, literacy educators must consider multiple ways in which children learn and interact with texts. Moreover, policies that increasingly require frequent assessments of children's literacy achievement place pressure on educators to find immediate ways to impact children's learning. This qualitative inquiry explores three graduate students' yearlong engagement in literacy-related action research within ethnically and socioeconomically diverse, urban K-6 classrooms. Grounded in a social practice perspective on literacy and a sociocultural perspective on literacy learning, we examined participants' constructions of action research as they developed research questions, entered various research sites, and engaged in a cyclical process of research-reflection-action in order to impact student learning in those classroom communities. With these case studies, we argue that for teachers to fully embrace and incorporate action research into their practice, they need to go beyond completing the steps to frame action research as a constant way of thinking, a daily practice, and an ongoing process of continuously spiraling mini-cycles that change instruction in incremental, yet ultimately powerful ways. (As Provided).
Anmerkungen	New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01