Teacher Research Group: A Third Space for Constructing a Counternarrative and Encouraging Teacher Action

Session Type: Structured Poster Session

Abstract

Urban teachers engaged in supportive inquiry groups are more likely to be effective educators, better manage the complexities of learning how to teach, and remain in the profession longer (Oakes, Franke, Quartz, & Rogers, 2002). This session presents research from participants in the Teacher Research Group (TRG)—an organization that presents itself as a third space for collaborative inquiry. The group provides a “homespace” (Fine, 1996) for these urban educators to support each other's efforts at critically examining their own pedagogy and practice throughout the school year. Following a structured gallery walk with individual posters, the large group will discuss themes and issues, and then participate in a simulation of a teacher research group check in and inquiry development process.

Sub Unit

• SIG-Action Research

Chair

• Andy Danilchick, University of Pennsylvania

Papers

• Variable Structure in Student-Centered Learning Environments - Indi Ekanayake

• Forming “Bars” of Freedom: Spoken Word Poetry as a Meaningful Approach to Creative Expression, Social Activism, and Identity Formation - Lisa Archibald, Rutgers University - Camden

• Podcasting for the Promotion of Critical Literacies in a Kindergarten Classroom - Miranda Schaeffer, University of Pennsylvania

• Making History Come Alive: A Case for Simulations in Social Studies Classrooms - Thomas Ng, Uncommon Charter High School

• Fostering Intrinsic Motivation in the Classroom - Daniel LaSalle, University of Pennsylvania

Discussants

• Indi Ekanayake

• Miranda Schaeffer, University of Pennsylvania