4
This article was downloaded by: [Southern Taiwan University of Science and Technology] On: 27 October 2014, At: 20:36 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Childhood Education Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/uced20 Teacher as Researcher: Teachers Search and Research: Questioning Educational Practices Mariana Souto-Manning a a Teachers College, Columbia University , New York City , USA Published online: 25 Jul 2012. To cite this article: Mariana Souto-Manning (2009) Teacher as Researcher: Teachers Search and Research: Questioning Educational Practices, Childhood Education, 86:1, 49-51, DOI: 10.1080/00094056.2009.10523111 To link to this article: http://dx.doi.org/10.1080/00094056.2009.10523111 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http:// www.tandfonline.com/page/terms-and-conditions

Teacher as Researcher: Teachers Search and Research: Questioning Educational Practices

  • Upload
    mariana

  • View
    213

  • Download
    1

Embed Size (px)

Citation preview

Page 1: Teacher as Researcher: Teachers Search and Research: Questioning Educational Practices

This article was downloaded by: [Southern Taiwan University of Science and Technology]On: 27 October 2014, At: 20:36Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: MortimerHouse, 37-41 Mortimer Street, London W1T 3JH, UK

Childhood EducationPublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/uced20

Teacher as Researcher: Teachers Search andResearch: Questioning Educational PracticesMariana Souto-Manning aa Teachers College, Columbia University , New York City , USAPublished online: 25 Jul 2012.

To cite this article: Mariana Souto-Manning (2009) Teacher as Researcher: Teachers Search and Research: QuestioningEducational Practices, Childhood Education, 86:1, 49-51, DOI: 10.1080/00094056.2009.10523111

To link to this article: http://dx.doi.org/10.1080/00094056.2009.10523111

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”)contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensorsmake no representations or warranties whatsoever as to the accuracy, completeness, or suitabilityfor any purpose of the Content. Any opinions and views expressed in this publication are the opinionsand views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy ofthe Content should not be relied upon and should be independently verified with primary sources ofinformation. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands,costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly orindirectly in connection with, in relation to or arising out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Any substantial orsystematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution inany form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Page 2: Teacher as Researcher: Teachers Search and Research: Questioning Educational Practices

teacher as researcher

Teachers Search and Research: Questioning Educational Practices

Mariana Souto-Manning

Mariana Souto-Manning is Associate m, Teachers College, Columbia University, New York City.

Teachers engage in responsive teaching every day. They collect information about their students, interpret that information, and make instructional decisions (any deci- sions, really) basedon the information collected, on their observations and other gathered information. This process emcompasses the responsive teaching cycle (adapted from Whitin, Mills, & CYKeefe, 1990). Although common, many of these searches for responsive teaching are part of a classroom’s privatelife. The difference between teachers searching and teach- ers researching lies in the systemiza- tion and purpose of the process and in the reliance on data.

According to Hansen (1997), “A teacher researcher, among other things, is a questioner. Her questions propel her forward (p. 1). Teacher researchers engage in a “deliberate, solution-oriented investigation that is group or personally owned and conducted” (Johnson, 1993, Y2). They study their own practices while seeking to address specific situations (Corey, 1953).

Amos Hatch (2006) wrote that:

Teacher research is systematic, data- based inquiry that teachers use to improve their professional practice. If it’s really research, then it must be done systematically. . . . That means an organizedplan forexecuting theinquiry must be laid out before the project is be- gun-as opposed to trying to figure out

what happened after the fact. It means that a design for carefully collecting and analyzing data must be in place at the outset of their inquiry-as opposed to seeingwhathappensand trying to figure out what it might mean. (p. 1)

Teachers often have valuable insights, impressions, and ideas. These insights may not to be based on data, however, but on impres- sions and feelings. In teacher action research, the kind of information collected needs to be determined in terms of what one would like to learn. Hence, the collection of data needs to be based on the informa- tion that is likely to answer the question being asked, one that will promote transformation and better teaching practices. The focus of the research study will then determine the information to be collected and analyzed.

One of the important points of teacher research is that it must lead to improvements in teaching. As Hatch (2006) wrote, “Teacher researchers must be reflective about their profes- sional practices to the point where they can see issues that they need to address in order to improve” (p. 2). By embracing teacher research, teachers can look for wiggle room, for spaces of possibility, as they seek to honor students’ diversities, individu- alities, and practices, even in light of mandates and rigid curricula.

While there are many approaches

to action research, first-person par- ticipatory action research connects personal experiences to political issues, offering insights that go be- yond the immediate context being studied (Denzin & Lincoln, 2000). For example, how can a teacher foster critical literacy practices within the auspices of No Child Left Behind legislation or in light of scripted curriculum? This kind of inquiry process serves to transform teach- ers’ theories and practices in the classroom, as well as theories that affect the larger community.

Teacher research has the potential to inform the field of childhood education if it is based on data and published in a way that provides windows into certain practices and/ or decisions. Teacher research helps make research “directly relevant to the lives of human beings who collectively create their realities via participation, experience, and ac- tion. Finally, action research aims to reconceptualize and transform both theory and practice in a sym- biotic manner” (Souto-Manning & Hermann-Wilmarth, 2008, p. 268). While publication itself should not be the sole motivation for conducting teacher research, teacher researchers can shed light on other classrooms and offer situated representations of a phenomenon, of change (Dyson & Genishi, 2005).

According to Cochran-Smith and Lytle (1993):

Fall 2009 / 49

Dow

nloa

ded

by [

Sout

hern

Tai

wan

Uni

vers

ity o

f Sc

ienc

e an

d T

echn

olog

y] a

t 20:

36 2

7 O

ctob

er 2

014

Page 3: Teacher as Researcher: Teachers Search and Research: Questioning Educational Practices

Teacher research [is] systematic, inten- tional inquiry by teachers about their own school and classroom work. . . . [Tleacher research stems from or gen- erates questions and reflects teachers’ desires to make sense of their experi- ences-to adapt a learning stance or openness toward classroom life. Accord- ing toBerthoff (1987), it is noteven neces- sary that teacher research involve new information but rather that it interpret the information one already has-what she calls ”REsearching.” (pp. 23-24)

Doing Teacher Action Research As a primary grades teacher, I en- gaged in teacher research from a critical perspective, including both empirical and conceptual work, seeking solutions to problems and answers to questions I never con- fronted in preservice or inservice trainings. As a teacher researcher, I defined my research questions (what I’d like to learn), devised and orga- nized ways of gathering and record- ing information (based on methods to collect data that would allow me to answer my questions), and con- sistently documented experiences inside and outside of my classroom, across contexts (different classrooms, home and school, among others), by systematically writing or recording them. I intentionally engaged in research, learning deliberately.

In conducting teacher action research myself, the focus of my in- vestigation developed as I attempted to understand why certain things were (or were not) happening in my classroom (Hubbard & Power, 1993). As I defined the focus of the teacher research study, I embodied the stance of a teacher researcher who has “an approach toward teaching in which teachers learn from and with their students” (Hansen, 1997, p. 3). I designed, conducted, and implemented research to improve teaching and learning in my own classroom community. As part of the process, I asked for permission for my students to participate.

As I planned to conduct the study, I designed it paying close attention to the four problems defined by Hub- bard and Power (1993): “finding a focus or question, determining what data are relevant, collecting data, and analyzing the data” (p. 51). For example, in Negotiating Culturally Responsive Pedagogy Through Multi- cultural Children‘s Literature: Towards Critical Democratic Literacy Practices in a First Grade Classroom (Souto-Man- ning, 2009), I shared one study of teacher action research.

In documenting the process thor- oughly, I sought to abide by the tenets of a ”well done” and ”well described research study, as defined by Amos Hatch (2006, p. 2). I began by find- ing a focus-diversity and access in an early childhood classroom. This focus came from my students’ questions on why certain children went to certain classes while oth- ers could not opt to do so. It also emerged from my belief in critical democratic education. I chose the focus based on my observations of my ownclassroom, andinaneffortto improve the educational experiences of all children in the classroom.

According to Cochran-Smith and Lytle (1993), ”Teachers’ questions often emerge from discrepancies between what is intended and what occurs” (p. 14). In the case of the study exemplified above, clear discrepancies existed between the intentions and consequences of pull-out programs. While pull-out classes are designed with good in- tentions (to differentiate instruction), they caused sorting and segregation within school walls. I located my study within a theoretical frame- work as I created ”an inventory of important theoretical influences that have helped to shape . . . thinking and.. . practice” (Hubbard &Power, 2003, p. 135).

My research questions were: How can students consider multiple perspectives without adopting an exclusionary view? In which ways can we meet the individual needs of

children without excluding and/or segregating them? How can wevalue students‘ diversity of experiences and backgrounds as something we can build on, instead of something that needs to be fixed?

As I addressed my research ques- tions as a teacher researcher, I talked about these issues with the children. I also wanted to bring into this con- versation the historical influences shaping the relationship between diversity and access. In doing so, I exposed students to historical influences by drawing on multi- cultural children’s books. Setting a focus helped me with systematic data collection and other aspects of teacher research (Cochran-Smith & Lytle, 1993), such as ownership, lack of supportive structures, questions emanating from practice, and an interpretive framework.

The formsof documentationin this teacher research study ”resemble the forms used in academic research, particularly the standard form of in- terpretive research” (Cochran-Smith & Lytle, 1993, p. 17). Over the period of the teacher action research, I took extensive field notes documenting classroom interactions, kept student artifacts, interviewed students and other teachers, maintained jour- nals, and recorded audiotapes of small- and large-group activities. As is common in teacher research, I employed multiple data sources so as to create a more complete picture. Finally, I engaged in data analysis and reached insights and (at times) contradictions.

As I analyzed the data, I organized and compared it, looking for com- monalities. Hubbard and Power (2003) proposed that as you analyze your data, ”You enter into a dialogue with it, questioning it further, finding newer meanings and different rhythms” (p. 88) and theorizing from practice in a cyclical and recursive process. This analysis allowed me to refine my focus. Hubbard and Power (2003) offer specific tools and methods for engaging in data reduction and analy-

50 Childhood Education

Dow

nloa

ded

by [

Sout

hern

Tai

wan

Uni

vers

ity o

f Sc

ienc

e an

d T

echn

olog

y] a

t 20:

36 2

7 O

ctob

er 2

014

Page 4: Teacher as Researcher: Teachers Search and Research: Questioning Educational Practices

sis, suchas indexing, memos, and the constant comparativemethod. These strategies allow a teacher researcher to initially get from a sea of informa- tion to a manageable amount of data that can be analyzed.

Some Final Thoughts on Researching in the Classroom In conducting teacher research, it is important to be aware of procedures that aim to protect participants in teacher research studies (and any research including humans) when research might be publishable. Universities have structures called Institutional Review Boards (IRBs) to provide safeguards to participants and to ensure ethical behavior. It is important to protect participants’ identities and to seek permission to publish research (including the right to refuse participation) before embarking on the journey.

Even in an environment in which teacher research may not be consid- ered valid or reliable, and especially in such a time, teachers must dare to search for change, to actively re- search for change. After all, ”Teacher research should be valued not sim- ply as a heuristic for the individual teacher” (Cochran-Smith & Lytle, 1993, p. 25), it should be recognized for the potential to expand beyond the classroom and school walls and serve as catalysts, as inspiration for change and transformation for more humane and culturally responsive educational practices.

Note. This column will seek to fea- ture teacher action research studies, processes, and components.

References Cochran-Smith, M., & Lytle, S. (1993).

Inside/Outside: Teacher research and knowledge. New York Teachers Col- lege Press.

Corey, S. (1953). Action research to improve school practice. New York Teachers College Press.

Denzin, N., & Lincoln, Y. (Eds.). (2000).

Handbook of qualitative research (2nd ed.). Thousand Oaks, CA Sage.

Dyson, A. H., & Genishi, C. (2005). On the case: Approaches to language and literacy research. New York: Teachers College Press.

Hansen, J. (1997). Researchersinour own classrooms: What propels teacher researchers? In D. Leu, C. Kinzer, & K. Hinchman (Eds.), Literacies for the 21st century: Research and practice (pp. 1-14). Chicago: National Reading Conference.

Hatch, J. A. (2006). Teacher research: Ques- tionsfor teacher educators. Washington, Dc: National Association for the Edu- cation of Young Children. Retrieved on April 21,2009, from http://joumal. naeyc.org/ btj/vp/AmosHatchQues- tions.pdf

Hubbard,R.S., &Power,B.M. (1993/2003). Theart of classroom inquiry: A handbook for teucher-researchers. Portsmouth, NH. Heinemann.

Hubbard, R. S., & Power, B. M. (1993). Finding and framing a research ques- tion. In L. Patterson, C. M. Santa, K.

G. Short, & K. Smith (Eds.), Teachers are researchers: Reflection and action (pp. 19-25). Newark, DE International Reading Association.

Johnson, 8. (1993). Teacher-as-researcher. Washington, DC: United States Department of Education, Office of Educational Resources Information Center (ERIC Document Reproduc- tion Service No. ED476223).

Souto-Manning, M. (2009). Negotiat- ing culturally responsive pedagogy through multicultural children’s literature: Towards critical demo- craticliteracy practices in a first grade classroom. Journal of Early Childhood Literacy, 9(1), 53-77.

Souto-Manning, M., & Hermann-Wilm- arth, J. (2008). Teacher inquiries into gay and lesbian families in early childhood classrooms. Journal of Early Childhood Research, 6(3), 263-280.

Whitin, D., Mills, H., & OKeefe, T. (1990). Living and learning mathemat- ics: Stories and strategies for supporting mathematical literacy. Portsmouth, NH: Heinemann.

Call for Manuscripts: 20 12 Theme Issue of ChiZdhood Education

Literacy Programs for Preschool Families Guest Editors:

Maryann Manning and Lynn Kirkland, University of Alabama at Birmingham

Children who enter kindergarten with frequent literacy episodes, such as listening to books read aloud and seeing adults and siblings write, are more successful in learning to read than those who have no experience with print. There are many reasons why some children have little access to print before formal schooling. The availability of print is often cited as the major reason, but it is also true that not all families are aware of the importance of children engaging in reading and writing activities.

Throughout the world, groups and individuals are working with families to promote preschool literacy. Some of them serve inner-city families and others devote their energies to rural families. Most projects help low-income children, because they are the ones with the least access to and information about the importance of print.

The guest editors invite authors from throughout the world to submit manuscripts for this important theme issue. Submissions should focus on how print is being provided to families and the practices being used to encourage literacy episodes. Contact the editors (Maryann Manning at [email protected] or Lynn Kirkland at [email protected].) for more information or to submit a manuscript.

Fall 2009 / 51

Dow

nloa

ded

by [

Sout

hern

Tai

wan

Uni

vers

ity o

f Sc

ienc

e an

d T

echn

olog

y] a

t 20:

36 2

7 O

ctob

er 2

014