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Stronger than Fiction: Teacher Stories (1998)
Teacher Research Questions/Focus

As prepared for the National Conference of Teachers of English - 3rd International Conference
"Global Conversations on Language and Literacy"
August 5-7, 1998
Bordeaux, France

Class as a whole:

TG What happens when a teacher institutes a social curriculum in first grade?
(grade 1, Peg Blum)

TG How could I increase motivation in my PSP 1 (general) English classes?
(grade 9, English, Sheila Johnson)

TG Voice in writing: Within the requirements of the curriculum, how can each student use language to express his or her unique experience of the world? What relationship do I see between the visual and the verbal in my classroom?
(grade 6, Margeen Reynolds)

TG Will the time it takes to complete writing activities in math class result in a deeper understanding of the mathematical process? Will this focus on writing be worth the time it takes to implement?
(grade 5, Mathematics, Trish Proctor)

TG What happens when a teacher places ten computers in a classroom with the intention that they become a tool for purposeful writing?
(grade 5, Language Arts, Drew Page)

Individual students:

TG Does the computer assist in inclusion or does it act like an exclusionary device within an inclusionary setting?
(grade 3, Special Education, John Goekler)

Teacher as a learner of his or her own skills:

TG How does a teacher find and adapt resources to become a better teacher of poetry? How, and what, do students learn when a teacher brings poetry to the center of the curriculum?
(secondary, English, Sheila Murphy)

TG "to examine how film might best be used in the English classroom"
(secondary, English, Connie Aloise)

TG When, and how, does one begin teaching poetry?
(grade 6, Reading, Marilyn Oat)

TG What happens during a year to a teacher's "good intentions" to value students as writers?
(grade 6, Language Arts, Kathy Uschmann)

TG "how to evaluate my own practice in relation to CAPT" (Interdisciplinary section of the Connecticut Academic Performance Test)
(secondary, Social Studies, Sarah McDermott)

TG "to examine my role as a consultative support specialist"
(K-3, Reading/Writing, Deborah Goodwin)

TG "moments when the classroom was touched by a creative force"
(secondary, English, Esther McCune)

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For copies of this teacher research book, please contact the Connecticut Writing Project at cwp@uconn.edu

 

 
National Writing Project UConn English Dept.