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 |
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