Teacher research: The elementary teacher’s perspective
This is a contribution to:
Handbook of Research on Teaching the English Language Arts: Co-Sponsored by the International Reading Association and the National Council of Teachers of English 2nd Editionby Diane Lapp (Editor), Douglas Fisher (Editor), James Flood (Editor), Julie Jensen (Editor), James R. Squire (Editor) The Handbook of Research on Teaching the English Language Arts, Second Edition--co-sponsored by the International Reading Association and the National Council of Teachers of English--offers a comprehensive overview of research in the field. This thoroughly updated second edition reflects developments in educational research and new information within the areas of language learning and instruction since the publication of the first edition in 1991. It assesses the significance of research, evaluates new developments, and examines current conflicts, controversies, and issues, while linking the work in one area to related work in others. Coverage includes the theoretical bases for English language arts teaching; different methodological perspectives; the early years of language acquisition; the multiple aspects of the language arts; teaching specific aspects of the English language arts curriculum; oral and written discourse; computer applications to language learning; and current approaches to studying the many ways and contexts in which people learn language. This Handbook is an essential resource for all professional educators, particularly curriculum designers at all school levels, researchers, policy planners, and practicing teachers of the English language arts.
Burton, F. & Seidl, B.L. (2002). Teacher research: The elementary teacher’s perspective. In J. Flood (Ed.), The handbook of research on teaching the English language arts. NY: MacMillan.