University course-based practitioner research: Four studies on journal writing contextualize the process

Author(s): Eckhardt, K., Rasch, R., Uhr, S. L., Pisaneschi, D. M.

Journal/Book: Res Teach Engl. 1998; 32: 1111 Kenyon Rd, Urbana, IL 61801. Natl Council Teachers English. 79-112.

Abstract: This paper addresses the problems and possibilities in the development of practitioner research stemming from a semester-long masters level research course. The context is provided by four single classroom studies hat independently examined journal writing in elementary single grade and multigrade classrooms. The teachers explored the use of: (a) a mascot for whom home adventures were recorded, a revised schedule for journal writing and shaving, and conscious attention to teacher modeling and conferencing, (b) self-selected vs. Provided topics and topic selection by gender, (c) Draw-Before-Writing, a variation of Think-Pair-Share, and Dialogue Journaling, and (d) different music conditions. The paper presents the course context; outlines the four studies; explores commonalities among the studies; shares conversations among the researchers on issues of systematic inquiry, ownership, collaboration, and professional shaving of the research; and problematizes inquiry research as part of masters level coursework.

Note: Review Radencich MC, Univ S Florida, Tampa,FL 33620 USA

Keyword(s): TEACHER-EDUCATION; BACKGROUND MUSIC; CHILDREN

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