No Deposit, No Return: Enriching Literacy Teaching and Learning through Critical Inquiry Pedagogy

Autor/inn/en	Aaron, Jennifer; Bouchereau Bauer, Eurydice; Commeyras, Michelle; Dowling Cox, Sharon; Daniell, Bren; Elrick, Ellen; Fecho, Bob; Hermann-Wilmarth, Jill; Hogan, Elizabeth; Pintaone-Hernandez, Andrea; Roulston, Kathy; Siegel, Amanda; Vaughn, Hope
Titel	No Deposit, No Return: Enriching Literacy Teaching and Learning through Critical Inquiry Pedagogy
Quelle	(2006), (192 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8720-7583-4
Schlagwörter	Critical Theory; Literacy Education; Teacher Researchers; Teacher Educators; Teaching Methods; Classroom Environment; Risk; Partnerships in Education + Suchen Sie Ihr Suchwort? Kritische Theorie; Lehrerforschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Risiko; Hochschulpartnerschaft
Abstract	Foster a classroom community where teachers and students make their own meanings of the world and consider their relation to larger social, political, cultural, and historical issues. The reader will find a rich range of perspectives in these stories of K-12 teachers and university educators who participated in a three-year study to explore issues of critical inquiry. This text will show: The power of research partnerships; A framework for teachers and teacher educators that provides ongoing, mutual professional support; The complexities, challenges, and possibilities of critical inquiry classrooms; and Classrooms where teachers and students transact with community, responsibility, and risk in productive ways. This book contains the following chapters: (1) Of Horses, Communities, Responsibility, and Risk: Raising Our Questions; (2) Talking With Louise, Paulo, and Mikhail: Connecting to the Work of Rosenblatt, Freire, and Bakhtin; (3) Creating Community by Embracing Tensions; (4) The Taking of Responsibility One Two Three: Using Critical Inquiry Pedagogy to Take Ownership of Learning; (5) The Risks in Taking on Critical Inquiry Pedagogy; (6) Ways of Working: Community Building, Responsibility, and Risk Among Teacher Researchers; and (7) Getting Down to It: The Possibilities of Critical Inquiry. The following are appended: (1) Project Participants Organized by Cohort; and (2) Individual and Small-Cohort Research Topics and Data Inventory. (ERIC).
Anmerkungen	International Reading Association. 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10