From Action Research to the Classroom Case‐study: the history of ANTEC

Verdecho, María-José; Carretero, Antonio J.

doi:10.1080/0965079960040104

Cited by 6 publications

(3 citation statements)

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“…However, our underlying premise was that through collectively analyzing individual experiences and interpretations we might gain useful insights, which could be shared with colleagues. In searching for an appropriate partnership research model we were influenced by the collaborative inquiry process of Buchanan and Schultz (1993) and by the work of Saez and Carretero (1996) who synthesized a number of case studies and developed descriptive narrative events into a collective analysis. Other researchers have also undertaken collaborative research projects, which involved groups of school practitioners working alongside external researchers (Aspland et al, 1996;Cochran-Smith and Lytle, 1999).…”

Section: Methodsmentioning

confidence: 99%

Developing Reading-Writing Connections: The Impact of Explicit Instruction of Literary Devices on the Quality of Children's Narrative Writing

Corden

2007

Journal of Research in Childhood Education

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Title.Developing reading-writing connections: the impact of explicit instruction of literary devices on the quality of children's narrative writing. Abstract.The purpose of this collaborative schools-university study was to investigate how the explicit instruction of literary devices during designated literacy sessions could improve the quality of children's narrative writing. A guiding question for the study was: can children's writing can be enhanced by teachers drawing attention to the literary devices used by professional writers, or mentor authors? The study was conducted with eighteen teachers, working as research partners in nine elementary schools over one school year. The research group explored ways of developing children as reflective authors, able to draft and redraft writing in response to peer and teacher feedback. Daily literacy sessions were complemented by weekly writing workshops where students engaged in authorial activity and experienced writers' perspectives and readers' demands (Harwayne, 1992;May, 2004). Methods for data collection included video recording of peer-peer and teacher-led group discussions and audio recording of teacher-child conferences. Samples of children's narrative writing were collected and a comparison was made between the quality of their independent writing at the beginning and end of the research period. The research group documented the importance of peer-peer and teacher-student discourse in the development of children's metalanguage and awareness of audience. The study suggests that reading, discussing and evaluating mentor texts can have a positive impact on the quality of children's independent writing.

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Section: Methodsmentioning

confidence: 99%

Developing Reading-Writing Connections: The Impact of Explicit Instruction of Literary Devices on the Quality of Children's Narrative Writing

Corden

2007

Journal of Research in Childhood Education

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“…A review of relevant literature indicated that, although not all classroom research projects are suited to a collaborative approach, great benefits can accrue from collective inquiry, which can inform theory, empower practitioners and influence school cultures and practices (Cochran-Smith and Lytle, 1999;Everton et al, 2000;Griffiths and Impey, 2000). Saez and Carretero (1996) and Alvermann and Young (1996) conducted what Stenhouse (1988) describes as an 'action research case study' by synthesizing the case studies of a number of teachers and developing descriptive narrative events into a collective analysis. Other researchers have also undertaken collaborative research projects, which involved groups of school practitioners working alongside external researchers (Aspland et al, 1996).…”

Section: Data C O L L E C T I O N a N D A Na Lys I Smentioning

confidence: 99%

“…Saez and Carretero (1996) and Alvermann and Young (1996) conducted what Stenhouse (1988) describes as 'action research case study' by synthesising the case studies of a number of teachers and developing descriptive narrative events into a collective analysis. Other researchers have also undertaken 5 collaborative research projects, which involved groups of school practitioners working alongside external researchers (Aspland, Macpherson, Proudford and Whitmore, 1996).…”

Section: Data Collection and Analysismentioning

confidence: 99%

Group discussion and the importance of a shared perspective: learning from collaborative research

Corden

2001

Qualitative Research

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Student-led discussion during small group work is now a familiar feature in many schools. However, simply organising students in small groups does not mean they will automatically participate in collaborative discussion. In this article I report on a small-scale research project in the UK which examined the discourse patterns of Year 8 (13-14 year old students) as they worked in discussion groups during English lessons.Using a multi-case study approach, video recordings were made in four high schools over a one-year period and qualitative analysis was undertaken. For illustrative purposes I focus on two transcripts which are representative of discussions from a full range of 40 video recordings and illustrate common and recurrent patterns of discourse. The findings suggest that students' interpretations of tasks are influenced by an orthodox perception of teaching and learning which emphasises independent and individualised working practices in schools. The importance of explicit and unambiguous teacher guidance is highlighted, and the apparent paradox of encouraging critical and open discussion of texts within a structured framework is examined.

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Developing Reflective Writers in Primary Schools: Findings from partnership research

Corden¹

2002

Educational Review

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From Action Research to the Classroom Case‐study: the history of ANTEC

Cited by 6 publications

References 0 publications

Developing Reading-Writing Connections: The Impact of Explicit Instruction of Literary Devices on the Quality of Children's Narrative Writing

Developing Reading-Writing Connections: The Impact of Explicit Instruction of Literary Devices on the Quality of Children's Narrative Writing

Group discussion and the importance of a shared perspective: learning from collaborative research

Developing Reflective Writers in Primary Schools: Findings from partnership research

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