| Description |
ix, 154 pages ; 23 cm |
| Series |
The practitioner inquiry series |
|
Practitioner inquiry series.
|
| Summary |
Interpreting Teacher Practice: Two Continuing Stories presents a longitudinal study of two language arts teachers, exploring their responses to curriculum change, and how a teacher's past influences current practice. In addition, Renate Schulz addresses the important methodological and complex ethical issues involved in teacher/researcher-university/researcher collaboration, including an honest look at some of the resolved and unresolved problems she faced during the project. Especially important is how Schulz applies literary theory to examine how teachers' stories are constructed and interpreted, and how reader response theory can be useful in finding an approach to reading that honors the intentions of collaborative inquiry and is consonant with the principles of the ethic of caring |
| Notes |
Bibliography: p143-147. - Includes index |
| Bibliography |
Includes bibliographical references (pages 143-147) and index |
| Subject |
Action research in education -- Canada -- Case studies.
|
|
English teachers -- Canada -- Case studies.
|
|
Teachers -- Canada -- Case studies.
|
|
Teaching -- Canada -- Case studies.
|
| LC no. |
96030690 |
| ISBN |
0807735582 (paperback) |
|
0807735590 (cased) |
|
