Accessible and inviting, this book showcases how teachers and literacy coaches can use research as a tool to teach literacy effectively and with intention. Sailors and Hoffman invite literacy specialists and practicing and preservice teachers into a conversation about how they can use research as means for professional learning, mentorship, and empowerment.
Chapters feature a wealth of tools, examples, and strategies that make key concepts in literacy research refreshing and practical. This book invites the reader to pause and reflect on the practical knowledge through special features in the book and available online as eResources, including:
- "Points to Consider" boxes to encourage reflection and deeper thinking
- "Pause and Reflect" boxes to give the reader space to apply concepts to their own work as practice-based researchers
- eResources with recommended readings and "Meet the Teacher" exemplars of teachers’ stories to provoke further reflection, available on the book’s webpage: www.routledge.com/9780367177607
Perfect for literacy specialists, coaches and consultants in literacy, ELA/literacy teachers, as well as preservice teachers, this book is a comprehensive and engaging guide to using research as a means to transform classrooms.
Table of Contents
Part I. Background on Practice-Based Research
1. What Is Research, and What Counts as Research?
2. Why Should Classroom Teachers Engage in Research?
3. The Roots of Practice-Based Research: Action Research
4. The Roots of Practice-Based Research: Design-Development Research
5. The Roots of Practice-Based Research: Transformative Research
6. Drawing Between and Across: Practice-Based Research
Part II. Conducting Practice-Based Research
7. Formulating Research Questions in Practice-Based Research
8. Situating Your Research Alongside the Work of Others
9. Designing Your Study
10. Interacting With Your Data
11 Sharing Your Work With Others
12 The Practice-Based Researcher: Making the Road by Walking
Misty Sailors is a professor of language and literacy studies and Chair of the Department of Teacher Education and Administration at the University of North Texas, USA.
James V. Hoffman is a professor of language and literacy studies and the Meadows Chair for Excellence in Education in the Department of Teacher Education and Administration at the University of North Texas, USA.
"This book values the work of school-based literacy educators, positioning them as knowledgeable of their practice and capable of research. The text illustrates how literacy educators can take an action-oriented, research stance in their classrooms with the goal of transforming practices, contexts, and lives. Sailors and Hoffman provide links to literature and classroom-based examples to show novice teacher researchers ways they can navigate practice-based research designs. I look forward to using this resource to support graduate students and in-service teachers as they ‘take up’ the position of researcher in their practice."
--Lori McKee, St. Francis Xavier University, Canada