Composing Teacher-Research: A Prosaic HistoryIn Composing Teacher-Research the author provides a much needed critical look at the teacher-research movement by recounting her own experiences over the past decade. Informed by readings in a number of disciplines and by her own classroom practice, Fleischer documents the shifts and changes she made as a teacher when she took on the additional role of researcher. The book presents four case studies of classrooms and students, at both the high school and college level, focusing on the ways students see their own literacy in and out of school. Fleischer not only reproduces these case studies as they were written at various points in her journey, but provides commentary through pre- and post-scripts in which she points out particular issues of concern for those who practice classroom research: what it means to represent others' experiences, how we can create research which is at the same time ethical and pedagogically sound, how the stakes for being a teacher-researcher have changed in a postmodern world. |
Contents
Akemis Story | 89 |
Sarahs Story | 97 |
High School Students Become | 131 |
Researchers Write Together | 163 |
Akemis Writing Sample | 247 |
Characteristics of Writing | 261 |
99 | 271 |
| 275 | |
| 283 | |
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Common terms and phrases
Adrienne Rich Akemi anecdote approach argument asked assignment Athens audience authoritative discourse Bakhtin become began believe Carol Gilligan Cathy chapter classroom collaborative Corcyra course create creative critical dialogue diery emancipatory English essay ethnography example experience feel feminist research Fred Fred Jacobs Freire gender genre Getting Smart heteroglossia high school ideas in-forming literacy individual internally persuasive issues James Boyd White John John's kind of research knowledge Langston Hughes language look Mary Daly means ment notions Ossie Davis paper paragraph participants particular Paulo Freire pedagogy perspective phenomenological piece postmodern practice problems questions racism reader recognize reflect representation result Richard Rodriguez role Sarah school writing seemed semester specific stance story style Susan talk teacher-research teachers tell things tion transcripts Tyler understanding verry voice women words wrote