Deductive Analysis of Teacher Research
Deductive Analysis of Teacher Research
Directions: Partner with one other person. Read a self selected article from the Teacher Researcher text we will loan you today.
Learn what teacher research is and how one does it by reading the research and examining the process these teachers followed. These questions will help guide you:
What is Teacher Research?
What problem does this teacher want to solve? Or, what question does this teacher want to answer?
What specifically does this teacher want to know?
How does this teacher gather information?
Where does the teacher go to get more information about his her topic or related topics?
What evidence does this teacher collect?
How will this teacher know what he/she has learned?
When the teacher collects data, how will he/she know what it means?
What conclusions did this teacher make?
What implications did this teacher draw?Deductive%20Analysis%20of%20Teacher%20Research%20Activity.doc
Directions: Partner with one other person. Read a self selected article from the Teacher Researcher text we will loan you today.
Learn what teacher research is and how one does it by reading the research and examining the process these teachers followed. These questions will help guide you:
What is Teacher Research?
What problem does this teacher want to solve? Or, what question does this teacher want to answer?
What specifically does this teacher want to know?
How does this teacher gather information?
Where does the teacher go to get more information about his her topic or related topics?
What evidence does this teacher collect?
How will this teacher know what he/she has learned?
When the teacher collects data, how will he/she know what it means?
What conclusions did this teacher make?
What implications did this teacher draw?Deductive%20Analysis%20of%20Teacher%20Research%20Activity.doc
posted by Scott S. Floyd @ 6/13/2006 11:13:00 AM
1 Comments:
At 6/13/2006 2:52 PM,
Scott S. Floyd said…
“The Gong Show: Some Things I Learned About the Evaluation of Writing” by Tony Tendero, Pg. 241. (1)
What problem does this teacher want to solve? Or, what question does this teacher want to answer?
How can I be a more effective evaluator of writing?
What specifically does this teacher want to know?
What criteria should be considered in the evaluation process?
How does this teacher gather information?
He uses student input through conferences, goal sheets, and surveys. He also uses his own personal reflections.
Where does the teacher go to get more information about his/her topic or related topics?
He went to his students and the Northern Virginia Writing Project.
What evidence does this teacher collect?
Anecdotal data (whole group brainstorm techniques, personal interviews, and personal reflections) from his students, student self-evaluations, and his own evaluations and reflections of student writing.
How will this teacher know what he/she has learned?
Assessment of the ongoing writing of the kids based on their reflections of the writing process. He also can reflect on the differences of how he currently handles student conferences as compared to how he conducted them prior to the research.
When the teacher collects data, how will he/she know what it means?
Standing back and viewing the collected data as an unbiased, knowledgeable researcher will allow the teacher to better view the data in an objective manner. It will allow him to create organizational methods of disaggregating it such as T-charts.
What conclusions did this teacher make?
The evaluation of writing is based in relationship and knowing the writer. Once the students and the teacher alleviate the fears of the gong, effects of apathy, and unfamiliarity between the teacher and the student, the real writing process can begin.
What implications did this teacher draw?
Smaller class sizes led to the ability to know more students. Both writer and student point of view can both negatively and positively control the entire process.
(1) Teacher Researchers at Work – MacLean and Mohr
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