Developing and Sustaining Teacher Communities: Caring as Central in Teachers Negotiation of Reading Instruction and Curriculum Implementation.Reportar como inadecuado




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This paper discusses caring relationships and their importance in supporting student learning, examining a study conducted at a public elementary school. The first section describes a theoretical context for care in the school community and argues for its presence in capturing the essence of school reform. It explores one component of care, dialogue, and how dialogue provides a forum for the practice of care. The next section discusses the context and methodology of the study, which supports an examination of care in the development of teacher community. The third section uses two illustrative cases to examine the dialogue in this specific community which reveals how the teachers relate to one another in ways that are consistent with a definition of care. The first case focuses on shared questions about student learning (how the teacher addresses the diversity of reading levels in the first grade). The second case concerns process (how the teachers rally around a curriculum mandate in order to develop a meaningful curriculum for first grade students). The final section of the paper discusses the implications for building caring communities in schools and offers some possible future directions. (Contains 33 references.) (SM)

Descriptors: Collegiality, Curriculum Development, Discussion, Diversity (Student), Elementary School Teachers, Grade 1, Interpersonal Competence, Interpersonal Relationship, Primary Education, Problem Solving, Reading Instruction, Teacher Collaboration, Teamwork











Autor: Neal, Kristen Weeks

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6951&id=ED436527







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