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Teaching as Inquiry: Contexts That Empower.

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Title: Teaching as Inquiry: Contexts That Empower.
Language: English
Authors: Andrews, Sharon Vincz
Peer Reviewed: N
Page Count: 37
Publication Date: 1989
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Curriculum Development, Educational Research, Elementary Education, Higher Education, Language Arts, Methods Courses, Preservice Teacher Education, Teacher Attitudes
Geographic Terms: U.S.; Indiana
Abstract: A discussion is presented of a semester-long collaborative project in whole language at the college level. Eight preservice teachers, seven inservice teachers, a school principal, and a university instructor worked together in Friday afternoon seminars. This paper gives an overview of multiple theoretical foundations: learning theory, critical theory, and language theory to support the curriculum development of this university course in language arts methods and describes an inquiry methodology which parallels the curriculum development and data collection points which are also curriculum events. The document includes the course syllabus, calendar, and bibliography of background materials. (Author)
Notes: Paper presented to the International Reading Association (New Orleans, LA, May 4, 1989).
Journal Code: RIEJAN1990
Entry Date: 1990
Accession Number: ED310085
Database: ERIC
FullText Text:
  Availability: 0
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DbLabel: ERIC
An: ED310085
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
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  Data: Teaching as Inquiry: Contexts That Empower.
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Andrews%2C+Sharon+Vincz%22">Andrews, Sharon Vincz</searchLink>
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  Data: N
– Name: Pages
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  Data: 37
– Name: DatePubCY
  Label: Publication Date
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  Data: 1989
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Indiana%22">U.S.; Indiana</searchLink>
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  Label: Abstract
  Group: Ab
  Data: A discussion is presented of a semester-long collaborative project in whole language at the college level. Eight preservice teachers, seven inservice teachers, a school principal, and a university instructor worked together in Friday afternoon seminars. This paper gives an overview of multiple theoretical foundations: learning theory, critical theory, and language theory to support the curriculum development of this university course in language arts methods and describes an inquiry methodology which parallels the curriculum development and data collection points which are also curriculum events. The document includes the course syllabus, calendar, and bibliography of background materials. (Author)
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  Data: Paper presented to the International Reading Association (New Orleans, LA, May 4, 1989).
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 37
    Subjects:
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Methods Courses
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: U.S.; Indiana
        Type: general
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      – TitleFull: Teaching as Inquiry: Contexts That Empower.
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            NameFull: Andrews, Sharon Vincz
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              M: 05
              Type: published
              Y: 1989
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