Improving Literacy Instruction with Classroom Research / Edition 1

by Theresa A. Deeney

Overview

The author details the classroom research cycle and provides tools and sample completed projects to help educators initiate their own research and improve literacy instruction.

Product Details

ISBN-13:	9781412940894
Publisher:	SAGE Publications
Publication date:	11/19/2008
Pages:	201
Product dimensions:	7.00(w) x 9.90(h) x 0.60(d)

About the Author

Theresa A. Deeney is associate professor of reading education and coordinator of the graduate reading program at the University of Rhode Island. After finishing her own teacher preparation in elementary and special education, she began her career as a special education teacher. She then went on to receive an MEd in educational administration, and served as a school principal. Over twenty years, she served as a teacher, principal, reading specialist, and consultant in urban schools in Massachusetts, New Hampshire, and California. Prior to her appointment at the University of Rhode Island, she coordinated a large-scale research project at Boston University and at the Center for Reading and Language Research at Tufts University. She taught graduate courses in reading at Lesley College, Harvard Graduate School of Education, and Boston College. In 1997, she received her Ed D in reading, language, and learning disabilities from the Harvard Graduate School of Education. She currently works closely with teachers on classroom research and inquiry practices that further their own professional development, and has forged school district-university partnerships focused on teacher professional development. In 2007, she received the Outstanding Outreach award from the College of Human Science and Services at the University of Rhode Island for her work with urban teachers. Her research and teaching focus on teacher education and reflective teaching practices, including classroom research.

Table of Contents

Preface
About the Author
Part I. Understanding Classroom Research
1. What Is Classroom Research?
2. Cycling Through the Steps
3. Dealing With Data
Part II. Teachers' Classroom Research in Literacy
Overview
Section 1: Looking at Teaching Within Mandated Programs
Introduction
4. Reading Aloud: Do I Really Sound Like That?
5. Keeping Track of Assessment Data Makes Teaching Easier
6. Differentiating Word Study Instruction
Section 2: Tying Research to Practice
Introduction
7. “Mr. ___ Just Said Rambunctious!”: Learning and Loving Vocabulary
8. Sounding Like Readers: Improving Fluency
9. Word Analysis and Phonemic Awareness Instruction for Older Students
10. Teaching Vocabulary One Part at a Time
11. Ethics and Other Issues in Classroom Research
Appendix A
Appendix B
References
Index

Editorial Reviews

This book will be very helpful for discussing research and classroom teachers as researchers. The author provides good examples of doing qualitative research in the classroom using authentic teaching events.

Jose Lalas

"Deeney's engaging but rigorous text provides teachers with the perfect and indispensable tool for increasing professionalism in the complex field of literacy education. By focusing on both the product and the process of classroom inquiry, Deeney has gifted us with a resource that not only tells us how to do classroom research, but why we must value it to improve our practice. "

Dana L. Grisham

"Filled with reflective questions, keen insights, and helpful resources, this engaging book supports both novice and veteran classroom researchers. We see thought-provoking inquiries on comprehension, fluency, and vocabulary development as teachers research their current classroom practices, assessments, and district mandates. At the heart of all of the research is how best to support, engage, and extend learners. As teachers read the clearly delineated steps, they will be energized to confidently conduct their own classroom research. "

Cheryl L. Dozier