Article+write-ups+for+handout

Hey Mel and Jim, Here's my writeup for my article. What do you think about this format? :)Kathy Hi Kathy, I think that is a good format. Because mine is a theoretical article the headings are bit different, but I tried to stay with a similar format. Jim Nice, Jim:) I like it! - Kathy

Kathy’s choice - **Short and Kauffman’s (2000) //Exploring Sign Systems within an Inquiry System// book chapter:**
 * Summary in 30 words **: Authors provide an overview of ways they implemented transmediation into a multiage classroom. From children’s needs, they created a curriculum model that supports multiple sign systems in an inquiry-based curriculum.
 * Argument for the approach **: qualitative collaborative study through examining numerous approaches to implement sign system use in the classroom, e.g., adding sign system as extra activity, teaching sign system as discipline, using sign system as presentation mode, bringing in outside experts, and creating sign system learning centers.
 * Ties among the approach **: //naturalistic inquiry// – not a predetermined intention, no //a priori// thinking, inquiry-driven based on students’ needs. //Grounded theory// – created curriculum from M. A. K. Halliday’s language theory of “learn language, learn about language, and learn through language” approach.
 * Methods **: data collection through field notes, teaching journals, videotaping, audiotaping, student artifacts, interviews. They even asked students for their feedback on their newly-formed framework.
 * Representation of the findings **: Developed curricular model based on theoretical framework that curriculum is a collaborative, generative process, based on negotiation. Learning should be fluid and interdisciplinary (include all sign systems as ways of learning) rather than taught in isolation
 * Quote **: “We decided to take Halliday’s theories about language along with our understandings of the significant curricular engagements that support reading and writing in classrooms and use these as the basis for a curricular model of sign systems. In making this connection, we assumed that the other sign systems operate in similar ways as reading and writing, that there is a universal process of meaning making that underlies all of the sign systems. We realized that at some point we might have to reject this assumption, but the only way we could move ahead was to use what we knew about language processes and engagements” (p. 48).

**References ** Short, K. G. & Kauffman, G. (2000). Exploring sign systems within an inquiry system. In M. A.  Gallego & S. Hollingsworth (Eds.), //What counts as literacy: Challenging the school// //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> standard //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (pp. 42-61). New York, NY: Teachers College Press.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Jim’s choice – **Loughran’s (2010) //Seeking Knowledge for Teaching Teaching: Moving Beyond Stories// theoretical article:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Summary in 30 words:** The author urges self-study (SS) researchers to go beyond the story of their actions and seek the general from the particular, reporting in way, to influence policy and other practitioners. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Argument:** Because stories are a comfortable and popular form for teachers, moving from stories to narrative inquiry can offer opportunity for questioning our teaching practices (Clandinin, Pushor, & Orr, 2007)much framing of SS research is through stories. However stories alone are insufficient, often focusing more on what was done than what was learned. SS must also find ways of naming and framing the knowledge such as: axioms, tensions, assumptions, and paradoxes to seek general, adhering to the assumption that SS “aims to promote the ongoing democratic evaluation of learning and practices” (McNiff, 2011) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Theoretical Assumptions:** reflective practice, narrative, important but not sufficient in SS. Conscious naming and framing of results critical to improving practice of others. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Significance:** In SS the researcher is place at the center of the inquiry. There are certain ontological, epistemological, and methodological assumptions of SS as well as distinct social purposes (McNiff, 2011)“By relating their personal accounts and living theories with those of others practitioners produce a body of theory that clarifies what is involved in understanding work as a living practice. Their living theories are different from the conceptual theories of spectator researchers. This is why it is important for you to put your story of practice in the public domain, because you can show how you are contributing to new discourses about how practice should be seen as a living from of theory” (p. 37). Loughran alerts us as SS researchers to the importance of going beyond the story and of our responsibility to “push the boundaries of teacher education practices in meaningful and productive ways, for ourselves as scholars of the teaching of teaching and for our students of teaching” (Loughran, 2010, p. 225). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Quote:** “…in terms of the expectations of academe and the notion of knowledge production, it is important for self-study researchers to think carefully abut the purpose of the given account (and to consciously differentiate between how to do the teaching as opposed to what was learnt through researching the situation) and to respond appropriately. In considering constructing an account of a self-study, as opposed to doing a self-study per se, a central question researchers might consider asking is: What does the story tell and what purpose does it serve?”(p.223).

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: center;">References <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Clandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating sites for narrative inquiry. //Journal of Teacher Education,// 58(1), 21-35. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Loughran, J. (2010). Seeking knowledge for teaching teaching: Moving beyond stories. //Studying Teacher Education, 6//(3), 221-226. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">McNiff, J. (2011). //All you need to know about action research//. Thousand Oaks, CA: Sage.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Mel's Choice: **Vetter's (2012) //Teachers as Architects of Transformation: The Change Process of an Elementary-School Teacher in a Practitioner Reserach Group//** //Data Analysis:// Constant comparative and grounded theory...The author came up with four themes over several months of reading and rereading artifacts, field notes, and transcripts. The author continually developed and revised interpretations. The author triangulated data sources and checked interpretations with members of the group. //Findings:// Represented through sharing the story of Grace and the group by sharing the transcript of important dialogue between the TTR and then shares her analysis of the conversation. This is the pattern for this section of the article...it is a back and forth between the dialogue of the group members and the evolution of Grace's change throughout her work within this practitioner research group. The author includes a table in this section to summarize the findings based on the positioning theory of leadership identity.
 * Summary in 30 words:** The author examined how Grace, a third grade teacher, used a practitioner research group (Triad Teacher Researchers...TTR) to help execute teacher driven professional development and showcase her personal transformation as she stepped into the role of teacher leader.
 * Argument for the approach:** Qualitative study with narrative inquiry which examines the change process of one teacher researcher as she engaged in a year-long practitioner research group. Based off of Clandinin & Connelly's (2000) work, when teachers purposefully share their own stories it can foster personal growth and development of new positions or sense of self. Telling our own stories with the help of supportive groups help shape identities. Through the use of practitioner research groups teachers are able to negotiate professional identities as learners through talk which leads to new understandings which can be challenging to previous held beliefs, (Cohen, 2008). Throughout this entire article, the author shares the conversations that the practitioner research groups engages and showcases how these conversations have helped in the transformation of Grace's identity as a teacher leader.
 * Ties among the approach:** //case study research methods--//the story of Grace's change process and how the practitioner research group supported this. //Positioning theory--// educators can can position themselves as reflective or interactive and these can occur discursively (Davies & Harre', 1990). Positional identities can be purposeful transformations out of awareness, they don't have to be subconscious or habitual (Holland, Skinner, Lachicotte, & Cain, 1998). //Narrative Inquiry:// Allows teachers to engage in inquiry of the self and explore new positionings. "Narrating stories about new identities requires that teachers engage in a narrative inquiry that fosters teachers' process of becoming architects of transformation" (Vetter, 2012, p. 45).
 * Methods:** //Data Collection:// Collected data for 3 years, yet focused on the second year for this study. Audio-taped discussions of monthly meetings practitioner research meetings, audio-taped interviews, conference presentation in the form of PowerPoint, draft of a manuscript written about the participant's (Grace) second study, and observations and field notes from the same monthly meetings.
 * Implications of the findings:** Through Grace's collaboration with her practitioner research group she was able to work through many challenges and through narrative inquiry reflections she was able to actually see the growth of her herself in a new role as a teacher leader and her implementation of "homegrown" professional development was actually making a difference at her current school site. This study suggests that "teachers can become architects of their own transformation when engaged in spaces that allow for them to draw from meaningful experiences and safely work through tensions of self and practice" (Vetter, 2012, p. 44).
 * Discussion and Implications:** The author explicitly discusses how this study contributes to the research about teacher change. Then the author suggests recommendations that will encourage practitioners to engage in practitioner research groups.
 * Quote:** "Groups need to share their stories of transformation in local and national conferences....this step was vital in helping teachers realize that their transformations were worthwhile. Educators also need to illustrate more stories about teachers' process of change in order to provide more insight on how to develop spaces in which such identity work occurs....With more opportunities to envision, enact, maintain, and realize a new identity through a supportive group teachers are more likely to become architects of transformation that positively shape learning and instruction for students" (Vetter, 2012, p. 46).


 * References**

Clandinin, D.J., & Connelly, F. M. (2000). //Narrative inquiry: Experience and story in qualitative research//. San Francisco: Jossey-Bass. Davies, B., & Harre`, R. (1990). Positionings: The discursive production of selves. In B. Davies (Ed.), //A body of writing// (pp. 87-106). New York: AltaMira Press. Holland, D., Skinner, D., Lachicotte, W., & Cain, C. (1998). //Identity and agency in cultural worlds.// London, UK: Harvard University Press. Vetter, A. (2012). Teachers as architects of transformation: The change process of an elementary-school teacher in a practitioner research group. //Teacher Education Quarterly, 39//(1), 27-49.