Teachers Collaboratively Writing about Their Curricular Activism.Report as inadecuate




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A study examined the general nature of the teamwork and beliefs of four "activists" (elementary school teachers in southwestern Michigan who were selected on the basis of their joint efforts to influence county-wide writing curriculum). Data included interviews, field notes, and documents gathered during the set-up and running of a Young Author's conference. Results indicated that the teachers engaged each other in the voluntary work so as to maintain a tradition in which curricular reforms could be promoted. Analysis of the teachers' experience indicates cognitive, affective, and social outcomes from the collaborative ventures. Unlike typical veteran teachers' opinions of more conventional staff development activities, the participants' own views on the question of the value of their collaborative experiences were consistently positive. Contains 23 references and 12 notes. A response from Marlene Bruno (one of the teachers) is attached. (RS)

Descriptors: Conferences, Cooperation, Curriculum Development, Discourse Analysis, Elementary Education, Professional Development, Teacher Attitudes, Teacher Behavior, Teacher Improvement, Writing (Composition)











Author: Smith, Robert L.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8717&id=ED369100



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