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Growing Our Thinking Together: A Cas...

Porath, Suzanne L.

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Growing Our Thinking Together: A Case Study of Using Collaborative Reflection to Transform the Literacy Workshop.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Growing Our Thinking Together: A Case Study of Using Collaborative Reflection to Transform the Literacy Workshop./
作者:	Porath, Suzanne L.
面頁冊數:	184 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3591926
ISBN:	9781303326677

Growing Our Thinking Together: A Case Study of Using Collaborative Reflection to Transform the Literacy Workshop.
Porath, Suzanne L.

Growing Our Thinking Together: A Case Study of Using Collaborative Reflection to Transform the Literacy Workshop. - 184 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.

This year-long interpretive case study (Merriam, 1998) seeks to understand the process of two third-grade teachers adapting and re-designing a commercial program of reader's/writer's workshop using collaborative reflection meetings with a university researcher as a catalyst for change. Like many teachers, these third-grade teachers were asked by administration to adopt a new pedagogical approach in their classrooms. To ease the transition, the school purchased a commercial curricular program that featured reader's/writer's workshop. This study gave me the opportunity to combine both collaborative reflection practices with a collaborative research design to support the professional development of the two third-grade teachers and examine how the teachers made changes in their practices and thinking to promote a more dialogic classroom and how they managed the conflicts that arose. In addition, I consider the catalytic role that researchers can play in supporting change.

ISBN: 9781303326677Subjects--Topical Terms:

1018115
Education, Language and Literature.

Growing Our Thinking Together: A Case Study of Using Collaborative Reflection to Transform the Literacy Workshop.
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500 $a Adviser: Catherine Compton-Lilly.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.
520 $a This year-long interpretive case study (Merriam, 1998) seeks to understand the process of two third-grade teachers adapting and re-designing a commercial program of reader's/writer's workshop using collaborative reflection meetings with a university researcher as a catalyst for change. Like many teachers, these third-grade teachers were asked by administration to adopt a new pedagogical approach in their classrooms. To ease the transition, the school purchased a commercial curricular program that featured reader's/writer's workshop. This study gave me the opportunity to combine both collaborative reflection practices with a collaborative research design to support the professional development of the two third-grade teachers and examine how the teachers made changes in their practices and thinking to promote a more dialogic classroom and how they managed the conflicts that arose. In addition, I consider the catalytic role that researchers can play in supporting change.
520 $a Drawing on Matusov's (2011) frame of authorial teaching and learning and using three critical incidents from the school year, I trace the evolution of the teachers' transformation from using a traditional, monologic approach to teaching and learning to using a more authorial, dialogic approach in their classrooms. To achieve this transformation, the teachers re-authored themselves as teachers, created opportunities for the students to author themselves, and re-conceptualized knowledge as a process of transformation of understanding that emerges from the interaction of multiple voices. Using Windschitl's (2002) categories of conceptual, pedagogical, cultural and political dilemmas that teachers encounter when implementing constructivist instruction, I also examine how the teachers managed the tensions that emerged between their old and new practices. It was through collaborative reflection meetings that the teachers constructed, deconstructed and reconstructed their pedagogical practices and epistemological thinking. Therefore, I also examine the discursive moves that I made during collaborative reflection meetings that catalyzed more critical reflection and promoted sustainable changes in practices. In coherence with my research design, I have written three article manuscripts that will be both accessible to classroom teachers and of interest to scholars. Each article addresses a specific research question with its own conclusions and implications.
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