Composing Teacher-Research
A Prosaic History
Will be published approx. on 9. March 1995
Book
Hardback
286 pages
978-0-7914-2361-5 (ISBN)
Description
This story of a teacher's growth as a researcher in the classroom reflects the larger issues of the debate about this kind of research during the last decade.
In Composing Teacher-Research the author provides a much needed critical look at the teacher-research movement by recounting her own experiences over the past decade. Informed by readings in a number of disciplines and by her own classroom practice, Fleischer documents the shifts and changes she made as a teacher when she took on the additional role of researcher. The book presents four case studies of classrooms and students, at both the high school and college level, focusing on the ways students see their own literacy in and out of school. Fleischer not only reproduces these case studies as they were written at various points in her journey, but provides commentary through pre- and post-scripts in which she points out particular issues of concern for those who practice classroom research: what it means to represent others' experiences, how we can create research which is at the same time ethical and pedagogically sound, how the stakes for being a teacher-researcher have changed in a postmodern world.
In Composing Teacher-Research the author provides a much needed critical look at the teacher-research movement by recounting her own experiences over the past decade. Informed by readings in a number of disciplines and by her own classroom practice, Fleischer documents the shifts and changes she made as a teacher when she took on the additional role of researcher. The book presents four case studies of classrooms and students, at both the high school and college level, focusing on the ways students see their own literacy in and out of school. Fleischer not only reproduces these case studies as they were written at various points in her journey, but provides commentary through pre- and post-scripts in which she points out particular issues of concern for those who practice classroom research: what it means to represent others' experiences, how we can create research which is at the same time ethical and pedagogically sound, how the stakes for being a teacher-researcher have changed in a postmodern world.
Reviews / Votes
"This is a wonderful book, in part because it is very readable, accessible to multiple audiences without sacrificing theoretical/ideological integrity, and draws on an impressive list of interdisiplinary resources. It is 'theory as autobiography,' and an exciting example of teacher research that demonstrates problems/issues of representation, subjectivities. Fleischer provides one exciting example of passionate research!" - David Schaafsma, University of Wisconsin-Madison"Fleischer's unique contribution in the work is to reveal to practicing teachers how close at hand the problems for study are to them, how unfussy their methods of undertaking those studies may be and still be intellectually sound. She gives legitimacy to every-day insights. I believe her work will serve as a model for a repertoire of practices that teachers in schools may undertake. She makes complex theory accessible as gracefully as she makes students come alive on the pages of her book." - Patricia Lambert Stock, Michigan State University
More details
Language
English
Place of publication
Albany, NY
United States
Target group
Professional and scholarly
US School Grade: College Graduate Student and over
Product notice
sewn/stitched
Cloth over boards
Dimensions
Height: 229 mm
Width: 152 mm
Weight
572 gr
ISBN-13
978-0-7914-2361-5 (9780791423615)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Person
Cathy Fleischer is Associate Professor of English and Director of the Eastern Michigan Writing Project at Eastern Michigan University.
Content
Acknowledgments
1. A Pratitioner's Retrospective
Introduction: The Picture Albums of a Prosaic History
The Mantle of Research: Learning to Remove the Armor
Learning New Ways: The Winks upon Winks upon Winks of Ethnography
One Foot in Each World: What Kind of Researcher Am I Anyway?
Fusing Horizons: Research With-Not Research On
Pronouns as a Political Problem; Or What Do We mean when We Say "We"?
Fusing Horizons: Connecting Literacy, Pedagogy, and Research
Beyond Representational Research
Can You Have Conclusions in a Postmodern Ethnography
2. Forming Literacy: Akemi's Story
Introduction
Forming Literacy: Akemi's Story (May 1987)
Postscript: Reflections on Akemi's Story
3. Forming Literacy: Sarah's Story
Introduction
Forming Literacy: Sarah's Story (December 1988)
Sarah in High School: The Struggle between Authoritative and Internally Persuasive Discourse
Sarah in College: Authoritative Discourse Wins Out
The Separation of Internally Persuasive and Authoritative Discourses
Postscript: Reflections on Sarah's Story
4. Re-forming Literacy: High School Students Become Researchers
Introduction
Re-forming Literacy: High School Students Become Researchers (July 1988)
Postscript: Reflections on "High School Students Become Researchers"
5. Re-forming Literacy: Researchers Write Together
Introduction
Re-forming Literacy: Researchers Write Together (June 1990)
Cathy's Turn
John's Turn
Susan's Turn
Cathy's Turn
6. A Postscript to Composing Teacher-Research: A Work in Progress
Stock: "The Function of the Anecdote in Teacher Research"
Schaafsma: Eating on the Street
Lather: Getting Smart
Common Threads
The Emergent Case Study: A Work in Progress
"The End of These Notes..."
Appendix A: Akemi's Writing Sample
Appendix B: Diery: Katy
Appendix C: Motivational Forces
Appendix D: What Fourth-Hour Students Write
Appendix E: Characteristics of Writing
Appendix F: Susan's Writing
Appendix G: John's Writing
Selected Bibliography
Index
1. A Pratitioner's Retrospective
Introduction: The Picture Albums of a Prosaic History
The Mantle of Research: Learning to Remove the Armor
Learning New Ways: The Winks upon Winks upon Winks of Ethnography
One Foot in Each World: What Kind of Researcher Am I Anyway?
Fusing Horizons: Research With-Not Research On
Pronouns as a Political Problem; Or What Do We mean when We Say "We"?
Fusing Horizons: Connecting Literacy, Pedagogy, and Research
Beyond Representational Research
Can You Have Conclusions in a Postmodern Ethnography
2. Forming Literacy: Akemi's Story
Introduction
Forming Literacy: Akemi's Story (May 1987)
Postscript: Reflections on Akemi's Story
3. Forming Literacy: Sarah's Story
Introduction
Forming Literacy: Sarah's Story (December 1988)
Sarah in High School: The Struggle between Authoritative and Internally Persuasive Discourse
Sarah in College: Authoritative Discourse Wins Out
The Separation of Internally Persuasive and Authoritative Discourses
Postscript: Reflections on Sarah's Story
4. Re-forming Literacy: High School Students Become Researchers
Introduction
Re-forming Literacy: High School Students Become Researchers (July 1988)
Postscript: Reflections on "High School Students Become Researchers"
5. Re-forming Literacy: Researchers Write Together
Introduction
Re-forming Literacy: Researchers Write Together (June 1990)
Cathy's Turn
John's Turn
Susan's Turn
Cathy's Turn
6. A Postscript to Composing Teacher-Research: A Work in Progress
Stock: "The Function of the Anecdote in Teacher Research"
Schaafsma: Eating on the Street
Lather: Getting Smart
Common Threads
The Emergent Case Study: A Work in Progress
"The End of These Notes..."
Appendix A: Akemi's Writing Sample
Appendix B: Diery: Katy
Appendix C: Motivational Forces
Appendix D: What Fourth-Hour Students Write
Appendix E: Characteristics of Writing
Appendix F: Susan's Writing
Appendix G: John's Writing
Selected Bibliography
Index