investigaciones

More documents

Recommendations

Info

Other Program for Quality Teachingpublications in the series:VOICES OF TEACHING Monograph #1 & 2 1990, 1991THE CALL OF TEACHING 1993TEACHER INQUIRY, FRASER-CASCADE TEACHER RESEARCH 1999, 2001Copyright © 2003 British Columbia Teachers' FederationProgram for Quality Teaching, all rights reserved.ISBN 0-9698718-9-9website: bctf.ca/education/research/backyardPSI03-0056May 2003
Table of contentsEditors’ foreword ...... vTeacher research in the backyard ...... 1Carl LeggoGardens and rainstorms ...... 7Kristine LewisJoining learning to living ...... 19Nick SluyterBoys, reading, and the school library ...... 27Heather Gordon-HallAn alternate solution ...... 45Janise JohnsonLived learning ...... 63Reid A. NelsonThe road to literacy ...... 75Sharon LeonardBribery: Do reading incentives work? ...... 87Walter D. ThorneBeing observant as a way of teaching ...... 93Morenzo GuizzoSongs unsung ..... 103Richard P. Jones (B.A.)Improving math skills for the science classroom ...... 107Richard Krickan, Juliet ShieldsReading for at risk students ...... 115Maureen AtkinsonAn analysis of Nechako Elementary School’s pinkslip discipline referral program 1998–2001 ...... 129Dennis HorwoodGuided reading: An early intervention strategy ...... 139Elizabeth CoulterDoes coaching help? ...... 145Dighton HaynesA journey through an early literacyintervention program in French Immersion ...... 153Madeleine C. ChristiansenReleasing Sisyphus ...... 159Jackie WorboysStrategies for developing self-esteem inintellectually disabled students ...... 175Carol-Anne RauschenbergerWeeding the garden ...... 187Shelly JacksonNotes on the authors ...... 219
Page 1: TEACHER RESEARCHIN THE BACKYARDKiti
Page 5 and 6: Editors’ forewordThe primary purp
Page 7 and 8: knowledge base. The idea here is th
Page 9 and 10: Teacher research in the backyard:Th
Page 11 and 12: connection. The Kitimat M.Ed. cohor
Page 13 and 14: Light In KitimatMore times than I c
Page 15 and 16: Gardens and rainstorms:The classroo
Page 17 and 18: As a result of my concern for how s
Page 19 and 20: going through the rule-developing p
Page 21 and 22: how, with little to no encouragemen
Page 23 and 24: students using the vending machine
Page 25 and 26: exactly what kind of mood I am capa
Page 27 and 28: Joining learning to livingNick Sluy
Page 29 and 30: demonstration, review questions, an
Page 31 and 32: I could keep track of off-task beha
Page 33 and 34: ReferencesSchon, D. (1987). Educati
Page 35 and 36: Boys, reading, and the school libra
Page 37 and 38: “I only know twosorts of boys.Mea
Page 39 and 40: “I am fond ofchildren(except boys
Page 41 and 42: computer, and analyze student trans
Page 43 and 44: “A good book isthe best of friend
Page 45 and 46: of materials that they borrow. Read
Page 47 and 48: Amazon.com readers’ survey of all
Page 49 and 50: bookmark the interesting web sites,
Page 51 and 52: 5“Promoting Boys’ Achievement.
Page 53 and 54:
An alternate solution“It’s not
Page 55 and 56:
every staff member. The purpose of
Page 57 and 58:
“oh well, maybe I’ll go toMath
Page 59 and 60:
going out and doing drugs or drinki
Page 61 and 62:
At MESS you’re asmall pea in thep
Page 63 and 64:
about it all the time. “I don’t
Page 65 and 66:
instead of nobody caring. Like even
Page 67 and 68:
myself—but if you mess with one N
Page 69 and 70:
The same themes consistently recurr
Page 71 and 72:
Lived learningLiving, learning, exp
Page 73 and 74:
the French Riviera, Switzerland, an
Page 75 and 76:
When actual percentages began to be
Page 77 and 78:
whether educational travel is a fac
Page 79 and 80:
“I went to Hawaii the following y
Page 81 and 82:
Respondents here were mixed—about
Page 83 and 84:
The road to literacySharon LeonardI
Page 85 and 86:
“Successful readerslearn a system
Page 87 and 88:
“Researchindicates that,particula
Page 89 and 90:
children most at risk were assessed
Page 91 and 92:
Did the shoe fit?Judging merely fro
Page 93 and 94:
“When childrenenter school, wenee
Page 95 and 96:
Bribery: Do reading incentives work
Page 97 and 98:
The journey: Gathering pertinent da
Page 99 and 100:
validated the common teacher’s pr
Page 101 and 102:
Being observant as a way of teachin
Page 103 and 104:
error would be easier to track and
Page 105 and 106:
These results donot paint anaccurat
Page 107 and 108:
In starting this project, I had env
Page 109 and 110:
As I studied the student surveys, I
Page 111 and 112:
Songs unsung:A critical look at a b
Page 113 and 114:
see an equal decline of 13% in both
Page 115 and 116:
Improving math skillsfor the scienc
Page 117 and 118:
• What sorts of questions should
Page 119 and 120:
• The average scores for each of
Page 121 and 122:
changes should be decided well in a
Page 123 and 124:
Reading for at risk studentsReading
Page 125 and 126:
and I decided to implement a new re
Page 127 and 128:
identify letters and associate soun
Page 129 and 130:
confident that he would become a re
Page 131 and 132:
focussed more on meaning and visual
Page 133 and 134:
lower-case letters of the alphabet
Page 135 and 136:
change as children’s needs change
Page 137 and 138:
An analysis of Nechako ElementarySc
Page 139 and 140:
member. This generated considerable
Page 141 and 142:
9) Pink slips by gradeWith the exce
Page 143 and 144:
Action PlanTeacher’s performing a
Page 145 and 146:
Appendix 1Discipline TypesHANDS ON
Page 147 and 148:
Guided reading:An early interventio
Page 149 and 150:
children enjoy the novelty of being
Page 151 and 152:
matching a printed word with a spok
Page 153 and 154:
Does coaching help?Dighton HaynesPe
Page 155 and 156:
In the community, I was surprised a
Page 157 and 158:
Now I was more eager to see how sch
Page 159 and 160:
The survey results show students wh
Page 161 and 162:
A journey through anearly literacy
Page 163 and 164:
took the job.” The race began aga
Page 165 and 166:
“eau,” “ai,” and “an.”
Page 167 and 168:
Releasing SisyphusJackie WorboysIn
Page 169 and 170:
Social Issues Division of the B.C.
Page 171 and 172:
The ProcessIn January, at our first
Page 173 and 174:
Teachers wereconcerned aboutwhat st
Page 175 and 176:
own curriculum. The depth of feedba
Page 177 and 178:
“It reminded methat I need to bes
Page 179 and 180:
“I believe,” he writes, “the
Page 181 and 182:
1. Fullan, M. The New Meaning of Ed
Page 183 and 184:
Strategies fordeveloping self-estee
Page 185 and 186:
gentle, kind, patient, encourager,
Page 187 and 188:
Emotion board findingsWeek one: Som
Page 189 and 190:
she went over and put an emotion on
Page 191 and 192:
They used the emotion board to help
Page 193 and 194:
significant move up the self-esteem
Page 195 and 196:
Weeding the gardenShelly JacksonI,
Page 197 and 198:
“Imagine them asyour own children
Page 199 and 200:
What, then,makes thesestudentssucce
Page 201 and 202:
1. Obtaina) parent permission forms
Page 203 and 204:
Peer mentoring case study:criteria
Page 205 and 206:
Then I asked Debbi: “Would you li
Page 207 and 208:
What did you learn while working on
Page 209 and 210:
Homework, for example, is being com
Page 211 and 212:
be sure she’d be there. Nathalie
Page 213 and 214:
Did mentoring help Nathalie with Fr
Page 215 and 216:
food, and left for class. I arrived
Page 217 and 218:
CASE STUDY # 4—Steve R. and Lesli
Page 219 and 220:
Conclusion:mentoring is about relat
Page 221 and 222:
BibliographyJane Cawthorne, Letter
Page 223 and 224:
RELUCTANT participants; due to its
Page 225 and 226:
I am also planning to continue to e
Page 227 and 228:
Notes on the authorsMaureen Atkinso
Page 229 and 230:
subject matter; learning to underst
Page 231 and 232:
Carol-Anne Rauschenberger is a spec
show all

investigaciones

Create successful ePaper yourself

Delete template?

Save as template?