Narrative knowing: Basis for a partnership on language diversity

Journal/Book: Learn Disability Quart. 1996; 19: Executive Secretary, PO Box 40303, Over Land Park, KS 66204. Counc Learning Disabilites Kristen Mcbride. 138-152.

Abstract: Six teachers, the school principal, six university faculty, and two doctoral students participated in a school-university partnership based on narrative knowing. Using a teacher-as-researcher model to focus on the instruction of students labeled as language and learning disabled, we engaged in three preliminary activities: (a) identifying the best hopes and worst fears of the partnership participants, (b) reading about teacher research, and (c) sharing descriptions of students with language-related problems, The six steps of the research collaboration included (a) consensus building; (b) data collection, including teacher observations and journaling, ethnographic observations, periodic videotaping, and home visits; (c) continuous joint study; (d) data analysis and descriptive narratives; (e) design and implementation of interventions; and (f) assessment.

Note: Article DK Reid, Univ No Colorado, Dept Special Educ, Greeley, CO 80639 USA

Keyword(s): LEARNING-DISABILITIES; SOCIAL CONSTRUCTION; SPECIAL-EDUCATION; CLASSROOM; STUDENTS; LESSONS; ABILITY

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