TR 50. A Teacher-Research Group in Action, by Sandra R.
Schecter and Rafael Ramirez. Based on a two-year study of
a university-affiliated teacher-research group, Schecter
and Ramirez address three concerns: (a) the kinds of
support teachers need to conduct classroom research; (b)
the effects of becoming researchers on teachers' views of
classroom practice and of themselves as professionals; and
(c) the kinds of knowledge teacher research can provide
and the ways teachers present this knowledge in written
texts. June, 1991; 14 pages; $3.50.
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TR 64. Ideological Divergences in a Teacher Research
Group, by Sandra R. Schecter and Shawn Parkhurst.
Schecter and Parkhurst focus on the differing ideologies
of research, teaching/learning, and writing held and
developed by members of a teacher research group. In
analyzing the ideological positions that developed within
the group, and the conflicts and interchanges among
participants, the authors show that there exist important
divisions within the teacher research movement that are
intellectually creative and socially important. October,
1992; 30 pages; $4.00.
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OP 13. Must Teachers Also Be Writers? by Vivian Gussin
Paley. In this paper, Paley provides examples of her
classroom experiences with kindergartners, showing how
keeping a daily journal helps her to understand her
students, their learning, and her own teaching. Says
Paley: "Only as we write down our thoughts and
observations may we question and argue with ourselves
about the things we do and say." September, 1989; 17
pages; $3.50.
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OP 25. Peeking Out from Under the Blinders: Some
Factors We Shouldn't Forget in Studying Writing, by
John R. Hayes. This essay is written for researchers and
educators as a reminder of the broad range of factors that
have a crucial impact on how writers write. To combat a
narrowing of focus as writing researchers become
preoccupied with more specialized research interests,
Hayes proposes a checklist of six diverse factors that
have been shown to have an important impact on writing
performance. February, 1991; 16 pages; $3.50.
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OP 28. A Social Perspective on Informal Assessment:
Voices, Texts, Pictures, and Play from a First
Grade, by Sarah Merritt and Anne Haas Dyson. This paper
focuses on a first grade classroom in a multi-ethnic urban
school and discusses the ways in which Merritt, as the
classroom teacher, informally assesses the progress of her
students. Merritt and Dyson show how a teacher, like an
archaeologist gathering artifacts, can use the materials
produced in a classroom's social community to search for
clues that make clear how and what children are learning
and how teachers might best support that learning.
September, 1991; 24 pages; $4.00.
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