Research Action Plan

1. Collaborative Action Research a scientific method for practitioners Dr. Leslie Patterson University of North Texas June, 2008

5. . . .in real language situations the roles of researcher and teacher potentially converge. We thus conclude that the traditional gap between researcher and teacher is . . . dysfunctional and fails to serve the profession. Harste, Woodward, and Burke Language Stories and Literacy Lessons , p. 85

8. Questions to Drive Inquiry What is happening? or What do you know? So what does it mean? Now what shall I do about it?

16. Observe Closely, Read the Research, & Frame the Problem Implement your instruction Document what happens, gather data, & reflect Write it down & offer it up. . . Make sense & move forward. . . Use what you’ve learned as you continue teaching… and

17. Questions to Drive Inquiry What is happening? or What do you know? So what does it mean? Now what shall I do about it?

24. As teachers we avoid abstract theoretical statements when we talk with one another about our professional work because such statements seem disconnected from what actually occurs in our classrooms. Anecdotal accounts, filled with meaning and significance, seem to serve us better as we research the interactions that constitute teaching and learning in our classrooms. (p. 184) Patricia Lambert Stock "The Function of Anecdote in Teacher Research“ English Education , Vol. 25, No. 3, pp. 173-187

29. Research is not only a product and a process, but an attitude. The attitude of research, highlighted by the shift in the profession to ethnography, is "I can find out." This attitude is as important for teachers as it is for researchers. The attitude of ethnography suggests that good teachers act like good researchers and good researchers act like good teachers." Harste, Woodward, and Burke Language Stories and Literacy Lessons , p. 87 Begin again Esc to End