By Renate Schulz
A longitudinal learn of 2 language arts academics, exploring their responses to curriculum switch, and the way a teacher's prior impacts present perform. Schulz applies literary thought to check how lecturers' tales are developed and interpreted.
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Extra resources for Interpreting Teacher Practice: Two Continuing Stories (Practitioner Inquiry Series)
I first met Renate sometime early in her process of trying to negotiate her accounts with Raymond and James. " Raymond's response, at least in my telling of Renate's story, seemed to awaken her to her practice as a researcher. And, in the pages of this book, Renate makes her own evolving story as researcher painfully clear. As I realize this, I begin to understand my unease. I realize I had come to the book with expectations that I would learn mostly about two teachers who participated in a research study with Renate, a research study that has raised many issues about the nature Page viii of collaborative research and the relationships between researcher and participant in the field, about the construction of field texts and the representation of those field texts in a research text.
Lytle, SERIES EDITORS ADVISORY BOARD: Rebecca Barr, Judy Buchanan, Robert Fecho, Sarah Freedman, Karen Gallas, Dixie Goswami, Andrew Gitlin, Peter Grimmett, Roberta Logan, Sarah Michaels, Susan Noffke, Susan Florio-Ruane, Marsha Pincus, Marty Rutherford, Lynne Strieb, Carol Tateshi, Polly Ulichny, Diane Waff, Ken Zeichner Interpreting Teacher Practice: Two Continuing Stories Renate Schulz Creating Democratic Classrooms: The Struggle to Integrate Theory and Practice Landon E. Two Continuing Stories Renate Schulz Foreword by D.
They are particular orderings of prior experience, brought to bear on new situations. As such these orderings yield new ways of telling a story of who we are and how it is that we are doing what we are doing. (p. 153) The collection of classroom data and their biographical underpinningsthose personal, historical, and professional experiences that influence the routines, patterns, and habits of teachersis a relatively new method in the study of teaching. Biographical stories are collected as explanatory material, recovered as various narrative unities are traced, so that the teachers' stories can be told with new meaning.