Author: Ann Lieberman & Linda Friedrich Summary: For sites and individuals interested in exploring why teachers become leaders in their schools and communities and how they move into positions of leadership, this paper and accompanying slides provide a rich and in-depth look at stories from a research study of NWP...
Author: Marsha Pincus Summary: In this story of an extended teacher research project, the author shares the design, purpose, and impact of a course called “Drama and Inquiry,” where she and her students explored multiple perspectives, shifting identities, and ethical dialogue through their study of non-canonical plays including “The Laramie...
Author: Marian M. Mohr, Betsy Sanford, Marion S. MacLean, Courtney Rogers, and Sheila Clawson Summary: A group of experienced K-12 teachers and teacher-consultants from the Northern Virginia Writing Project engaged in teacher inquiry for several years to improve their teaching. The process and the findings from their research reverberated throughout...
Author: Grace Hall McEntee Summary: The author offers five compelling reasons for teachers to write for publication, including the opportunity to understand our teaching practice and to inform the public. This brief article would work well as a resource for educators who are beginning to explore writing about their work....
Author: Deborah Dean and Adrienne Warren Summary: How can we use informal writing to cultivate the meaningful interaction and deepened understanding that build the foundation of classroom community? Here, Deborah Dean and Adrienne Warren’s explain how a daily writing and sharing routine helped build community and bring meaning to the...
Author: Marva Solomon Summary: Are you engaged in or facilitating a workshop, pd program, or study group of teachers who are ready to move from discussion and research to developing actionable plans for teaching writing in their classrooms? If so, this template outlining an action plan could be a useful resource....
Author: Antero Garcia and Cindy O’Donnell-Allen Summary: Who is an expert teacher? Who is a novice? This article will be of interest to teacher educators and to experienced teachers working with colleagues who are new to the profession. The authors describe the ways in which teachers who appear “expert” to...
Author: Elizabeth Radin Simmons Summary: The reviewer provides useful examples of how Cochran-Smith & Lytle’s book might support teacher inquiry practices. Initially put off by the fact that most authors were university professors, the reviewer soon found much value when reading the book from the perspective of a school coach....
Summary: In this NWP Radio program, moderator Elyse Eidman-Aadahl and teachers from the Southern Arizona Writing Project provide an overview of teacher research in general along with various approaches and settings (first 16 minutes), followed by stories of how the projects of three teachers impacted their practice, built connections with...
Authors: Marlene Carter, Norma Mota-Altman, and Faye Peitzman Summary: This monograph provides an in-depth look at the UCLA Writing Project’s approach to exploring two social justice concerns—matters of race and issues of homophobia—and the design of two multiyear study groups that engage the learning community at the site. The authors...