Connecting Graduate Education in Language Arts with Teaching Contexts: The Power of Action Research

Explores three questions concerning the effect of a language arts graduate course on 11 inservice teachers: (1) how teaching practices changed as a result of the course; (2) how teachers' ideas of teaching changed; and (3) what factors facilitated professional growth. (NH)

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Bibliographic Details
Published inEnglish education Vol. 32; no. 2; pp. 107 - 126
Main Authors Johnson, Margaret J., Button, Kathryn
Format Journal Article
LanguageEnglish
Published Urbana National Council of Teachers of English 01.01.2000
Subjects
Action Research
Children
Childrens literature
Classrooms
Collaboration
Collaborative Research
College professors
Curricula
Education reform
Educational Change
Educational research
Educational Theories
Graduate studies
Graduate Study
Higher Education
Inservice Teacher Education
Language Arts
Language teachers
Learning
Professional Development
R&D
Reading
Research & development
Research Methodology
Research Results
Research universities
Researchers
Schools
Society
Studies
Teacher education
Teachers
Teaching
Teaching Methods
Universities
Writing instruction
Writing teachers
New York
Chicago Illinois
United States > US
Texas
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Summary:Explores three questions concerning the effect of a language arts graduate course on 11 inservice teachers: (1) how teaching practices changed as a result of the course; (2) how teachers' ideas of teaching changed; and (3) what factors facilitated professional growth. (NH)
ISSN:0007-8204
1943-2216
DOI:10.58680/ee20001543