Developing Knowledge Communities Through Partnerships for Literacy /

Developing Knowledge Communities through Partnerships for Literacyexplores the development of knowledge communities - safe spaces on the educational landscape - where research and professional development with literacy teachers and writers can unfurl.

Bibliographic Details
Call Number:Libro Electrónico
Other Authors: Auzenne-Curl, Chestin (Editor), Craig, Cheryl J. (Editor)
Format: Electronic eBook
Language:Inglés
Published: Bingley : Emerald Publishing Limited, 2021.
Edition:First edition.
Series:Advances in research on teaching ; v. 37.
Subjects:
Teachers > Training of.
Education > Study and teaching.
Literacy.
Knowledge management.
Enseignants > Formation.
Gestion des connaissances.
Teaching skills & techniques.
Education, Teacher Training & Certification.
Online Access:Texto completo
Table of Contents:
  • Cover
  • DEVELOPING KNOWLEDGE COMMUNITIES THROUGH PARTNERSHIPS FOR LITERACY
  • ADVANCES IN RESEARCH ON TEACHING
  • DEVELOPING KNOWLEDGE COMMUNITIES THROUGH PARTNERSHIPS FOR LITERACY
  • Copyright
  • Dedication
  • CONTENTS
  • LIST OF CONTRIBUTORS
  • ACKNOWLEDGMENTS
  • Community, Identity, and Change: An Inquiry into Professional Development Partnerships for Literacy Education in Urban Context
  • Abstract
  • Introduction to the Volume
  • Cheryl's Story: Comprehensive School Reform in Greater Houston
  • Chestin's Story: How Educators Negotiate Identity in Education?
  • Theoretical and Methodological Foundations
  • Storied Experience
  • Knowledge Communities and the Value of Personal Practical Knowledge
  • The Inquiry in Context
  • Place
  • Time
  • Interaction
  • Application to the Study
  • In This Volume
  • Part I: Seeing Big: Tension and Triumphs of Partnerships for Professional Development
  • Part II: Seeing Small: The Case for a Closer Look at the Writers in the Schools Collaborative
  • Part III: Seeing More: Something to Pursue
  • References
  • Part I. Seeing Big: Tensions and Triumphs in Partnerships for Professional Development
  • Innovation and Integrity: Working Through Disruption to Support Teachers in Their Roles as Literacy Educators
  • Abstract
  • Introduction
  • WITS Collaborative as a Part of WITS Houston
  • Chapter Organization
  • Reflections on Author's Narratives
  • Tina's Story: A Paradigm Shift in Response to Disruption
  • Maryann's Story: From Discomfort to Change: A New Way to Teach Writing
  • Conceptual Resonances
  • Narrative Framework
  • How WITS Collaborative Started
  • A Note about Disruptions
  • How WITS Collaborative Supports a Community of Writers
  • Monthly Meetings
  • Critical Friends Group® Protocols
  • Book Studies
  • How WITS Administrators Support the Writer Cohort
  • Activity Logs
  • Site Visits
  • Disruptions
  • How the Collaborative Supports Campus Teachers/Administrators
  • Disruptions
  • Conclusion
  • Wonderings and Challenges
  • Goals
  • Notes
  • References
  • Reflections on Research and Professional Development Partnerships in Post-Harvey Houston: Writing the Rip Tide
  • Abstract
  • Introduction
  • Conceptual Underpinnings
  • Teacher Professional Development
  • Writers in the School Collaborative for Professional Development
  • WITS Model in Practice
  • Story
  • Narrative Inquiry
  • Narrative Tools
  • Data Sources
  • Findings
  • Hope Amid the Ebb: Teachers' Perspectives of WITS
  • A Desire to Encourage Children to Learn and Create Freely
  • Managing School-based Inconsistencies
  • Accountability Pressures and Budget Concerns
  • Shifting the Tide: Writers' Perspectives of WITS
  • Teaching as a Writer
  • In Praise and Critique of the WITS Collaborative Program
  • Conclusion
  • References
  • Reflections on Principal Leadership and Writers in the Schools
  • Abstract
  • The Story Before the Story (Cheryl J. Craig, Author 1)

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