Collaborative Research in Multilingual Classrooms

AvCorey Denos,Kelleen Toohey

Inbunden, Engelska, 2009

Del 1 i serien Critical Language and Literacy Studies

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Beskrivning

Reporting on the research collaborations of a group of teachers, graduate students and a university professor, this book weaves together their collective insights about how classrooms might be better for students of diverse linguistic and cultural backgrounds, abilities and socio-economic circumstances, and better for teachers as well. It also shows how research collaborations can result in rich and compelling descriptions of classroom events. Written in a style accessible to teachers and student teachers, it introduces sociocultural perpectives on identity, classroom and community practices, helping and transformative possibilities, using teacher narratives to reflect the complexity of classroom decision-making and reflective action.

Produktinformation

Utgivningsdatum:2009-02-05
Mått:148 x 210 x 14 mm
Vikt:301 g
Format:Inbunden
Språk:Engelska
Serie:Critical Language and Literacy Studies
Antal sidor:144
Förlag:Channel View Publications Ltd
ISBN:9781847691378

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Mer om författaren

Corey Denos spent 25 years teaching 4-8 year olds in Vancouver and Surrey, BC public schools. She is now retired.Kelleen Toohey is Professor of Education at Simon Fraser University. She wrote Learning English at School: Identity, Social Relations and Classroom Practices (2000) and co-edited with Bonny Norton Critical Pedagogies and Language Learning (2004).Kathy Neilson is a Faculty Associate and PhD student in Education at Simon Fraser University, working in teacher in-service education. Her research interests include arts education and teacher inquiry.Bonnie Waterstone is a lecturer in the Faculty of Education at Simon Fraser University. Her 2003 PhD dissertation studied the first year of the group featured in this book.

Recensioner i media

The account of this group of professionals collaborating, discussing and understanding across school and university contexts is uplifting, inspiring and hopeful. It is an excellent example of how teachers and academics can engage in changing school practices and how we all experience varying roles as knowers and learners.

Innehållsförteckning

Chapter 1 IntroductionChapter 2 Teacher Action Research Group ActivitiesChapter 3 IdentityChapter 4 Community and Community PracticesChapter 5 HelpingChapter 6 PossibilitiesChapter 7 Being In-betweenChapter 8 ConclusionReferences