Author: Molly Toussant Summary: Students often wonder why they have to write every day. In this piece, with her students as her audience, one teacher outlines and then elaborates the beliefs that guide her teaching of writing. Points of use for this article may be early in summer institutes or...
Author: Judith Ruhana Summary: In this article, a teacher recaps her journey with portfolio assessment over four years. The writer shows how teachers can and need to adjust their teaching based on their students’ reflections on learning. The article will be of interest to teachers grappling with issues of assessment...
Author: Kathie Marshall Summary: This article argues for a teacher-led collaborative inquiry approach to data analysis, as opposed to seeing data analysis as a compliance process. Potentially a conversation starter for how teachers can use inquiry processes to regain control over instruction and improve student achievement.
Author: Marian M. Mohr Summary: For those new to facilitating teacher-research, this article provides insight into the process, specifically how teachers approach research, the potential for research to change teaching practice, and implications for teacher education. It’s written as an introduction to a collection of research reports on the writing...
Author: Rick VanDeWeghe Summary: This article describes the Denver Writing Project’s three-year professional development model used in partnership with several local schools/districts. In the first year, the site builds local capacity through teacher study groups, then transitions in the second year to site-sponsored professional development related to the topics researched...
Author: Jessica Early Summary: This article presents a model of how one group of teachers used inquiry to improve their understanding of student writing and revise their school’s curriculum accordingly. Specifically, they conducted action research on implementing Common Core standards in an Arizona urban charter school. Written by and for teachers,...
Author: Antero Garcia, Christina Cantrill, Danielle Filipiak, Bud Hunt, Clifford Lee, Nicole Mirra, Cindy O’Donnell-Allen, and Kylie Peppler Summary: This collection of compelling firsthand vignettes written by NWP educators illustrate “connected learning principles” and depict teachers designing opportunities for all students to have access to, participate in, and thrive within...
Author: Dale Jacobs Summary: This article is a model of how one teacher used inquiry to revise his classroom practice. The author explains how his experience working in a college writing center led him to revise his approach to classroom teaching, leading him to a pedagogy that was more student-centered...
Author: Ann Dobie Summary: Compiled by NWP’s Teacher Inquiry Community, this annotated bibliography of approximately 50 books offers a wealth of important designs, guides, case studies, and much more. It provides a rich resource for individual teacher researchers and those planning on leading teacher inquiry projects and professional development.
Author: Anne Marie Liebel Summary: Using Peter Elbow’s theory of peer response as described in Writing Without Teachers, Ann Marie Liebel began implementing response groups, providing space for her student writers to lead the way in revision. Central here are the ways she reflected as a teacher/facilitator and the ways...