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.
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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
PrefaceAbout the AuthorPart I. Understanding Classroom Research1. What Is Classroom Research?2. Cycling Through the Steps3. Dealing With DataPart II. Teachers' Classroom Research in Literacy Overview Section 1: Looking at Teaching Within Mandated Programs Introduction4. Reading Aloud: Do I Really Sound Like That?5. Keeping Track of Assessment Data Makes Teaching Easier6. Differentiating Word Study Instruction Section 2: Tying Research to Practice Introduction7. “Mr. ___ Just Said Rambunctious!”: Learning and Loving Vocabulary8. Sounding Like Readers: Improving Fluency9. Word Analysis and Phonemic Awareness Instruction for Older Students10. Teaching Vocabulary One Part at a Time11. Ethics and Other Issues in Classroom ResearchAppendix AAppendix BReferencesIndex