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• W1599497239 abstract "This article describes findings from a classroom-based action research project conducted by two in-school teachers, a literacy coach and a 4’h grade teacher, implementing a new integrated literacy and social studies curriculum and the changes they made in curricular practices and beliefs over a three-year period of time. A university professor also served as an out-of-school researcher assisting with analyzing data, describing findings, and discussing implications. The project was based on the model of teacher as researcher asking two focused inquiry questions: 1) what can be learned about teaching by taking a reflective practitioner perspective as a way to think about our own teaching? and 2) what can be learned about curriculum and curriculum development from collaboratively implementing an integrated literacy and social studies curriculum in a 47 grade classroom? Research methods were grounded in principles of naturalistic inquiry and data collection and data analysis were driven by the methodology of grounded theory. Three stories of curricular change were constructed from the data. These stories illustrate how study reflected on and changed their practices about curriculum and curriculum development over time. Findings and implications indicate thinking more broadly and more deeply about curriculum and curriculum development. Teachers as Reflective Practitioners: Examining Teacher Stories of Curricular Change in a 4th Grade Classroom William'P. Bintz Kent State University Jill Dillard Forest Hills School District Cincinnati, Ohio This article describes findings from a classroom-based action research project conducted by two in-school teachers, a literacy coach and a 4'h grade teacher, implementing a new integrated literacy and social studies curriculum and the changes they made in curricular practices and beliefs over a three-year period of time. A university professor also served as an out-of-school researcher assisting with analyzing data, describing findings, and discussing implications. The project was based on the model of teacher as researcher asking two focused inquiry questions: 1) what can be learned about teaching by taking a reflective practitioner perspective as a way to think about our own teaching? and 2) what can be learned about curriculum and curriculum development from collaboratively imulementing an integrated literacy and social studies curriculum in a 47 grade classroom? Research methods were grounded in principles of naturalistic inquiry and data collection and data analysis were driven by the methodology of grounded theory. Three stories of curricular change were constructed from the data. These stories illustrate how study reflected on and changed their practices about curriculum and curriculum development over time. Findings and implications indicate thinking more broadly and more deeply about curriculum and curriculum development. 204 Reading Horizons Journal, 2007, 47, (3) As educators, we cannot make decisions about what we need to change if we do not step back and examine what we do (Barry, 1997, p. 524). Teachers learn by doing, reading, and reflecting (just as students do); by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see. This kind of learning enables teachers to make the leap from theory to accomplished practice. In addition to a powerful base of theoretical knowledge, such learning requires settings that support teacher inquiry and collaboration and strategies grounded in teachers' questions and concerns (DarlingHammond & McLaughlin, 1995, p. 598)." @default.
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• W1599497239 date "2007-01-01" @default.
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• W1599497239 title "Teachers as Reflective Practitioners: Examining Teacher Stories of Curricular Change in a 4th Grade Classroom." @default.
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