1st Edition

Becoming a Teacher Researcher in Literacy Teaching and Learning
Strategies and Tools for the Inquiry Process

ISBN 9780415996211
Published January 18, 2011 by Routledge
278 Pages

USD $54.95

Prices & shipping based on shipping country


Book Description

Designed to facilitate teachers’ efforts to meet the actual challenges and dilemmas they face in their classrooms, Becoming a Teacher Researcher in Literacy Teaching and Learning:

  • provides background information and key concepts in teacher research
  • covers the "how-to" strategies of the teacher research process from the initial proposal to writing up the report as publishable or presentable work
  • illustrates a range of literacy topics and grade levels
  • features twelve reports by teacher researchers who have gone through the process, and their candid remarks about how activities helped (or not)
  • helps teachers understand how knowledge is constructed socially in their classrooms so that they can create instructional communities that promote all students’ learning.

Addressing the importance of teacher research for better instruction, reform, and political action, this text emphasizes strategies teachers can use to support and strengthen their voices as they dialogue with others in the educational community, so that their ideas and perspectives may have an impact on educational practice both locally in their schools and districts and more broadly.

Table of Contents


Part 1: Defining, Planning, and Starting Your Teacher Research

Part 1 Introduction

  1. So, What Is Teacher Research Anyway?
  2. Creating Your Research Questions—The First Step in Inquiry
  3. Planning Your Inquiry
  4. Writing a Preliminary Literature Review to Inform Your Inquiry
  5. Part 2: Enacting, Analyzing, and Writing Up Your Inquiry

    Part 2 Introduction

  6. Strategies for Data Collection
  7. Analysis—What do the Data Mean?
  8. Writing Up Your Inquiry as an Evocative Account
  9. Part 3: Teacher Researcher Reports

    Part 3 Introduction

  10. Katie Paciga’s Inquiry Paper
  11. Reading, Writing, and Sharing: The Journey to Become Kindergarten Authors

  12. Cindy Pauletti’s Inquiry Paper
  13. Word Detectives: Students Using Clues to Identify Unknown Words in Text

  14. Kristen Terstriep’s Inquiry Paper
  15. Toss Out Your Dictionaries: A Look at More Effective Vocabulary Instruction

  16. Sandra Zanghi’s Inquiry Paper
  17. Letting Their Voices Be Heard: Improving Literature Response Participation during Read-Alouds through Small-Group Discussions

  18. Tara Braverman’s Inquiry Paper
  19. What’s This Word? Helping Sixth Grade Students Use Reading and Vocabulary Strategies Independently

  20. Libby Tuerk’s Inquiry Paper
  21. Let's Read: Motivating Junior High Students to Become Life-Long Readers

  22. Meg Goethals’s Inquiry Paper
  23. "Books that Have Ghetto Feelings": How Reading Workshop Increases Inner-City Eighth-Graders’ Motivation, Engagement, and Comprehension

  24. Dawn Siska’s Inquiry Paper
  25. Challenging the "I Quit!" Going ‘Round and ‘Round with Literature Circles in a Secondary Reading Classroom

  26. Courtney Wellner’s Inquiry Paper
  27. "But This IS My Final Draft!" Making Peer Writing Conferences More Effective for Struggling 9th Grade Students

  28. Shannon Dozoryst’s Inquiry Paper
  29. Using Writing Workshop to Guide Revision

  30. Nicole Perez’s Inquiry Paper
  31. Coaching as a Collaborative Process

  32. Catherine Plocher’s inquiry Paper

Coaching for Change in a K–8 Urban Elementary School: Building Cultures of Collaboration and Reflective Practices

Epilogue: Further Reflections and Possibilities


Appendix A: General Peer Conferencing Form

Appendix B: Common APA (American Psychological Association) Citing Conventions

Appendix C: Reminders for Grammatical and Other Language Usage


View More



Christine C. Pappas is Professor Emerita, Curriculum and Instruction, University of Illinois at Chicago.

Eli Tucker-Raymond is Research Scientist with the Chèche Konnen Center at TERC.