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The Affordances of Design-Based Research for Studying Multicultural Literature Instruction: Reflections and Insights from a Teacher-Researcher Collaboration

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Title: The Affordances of Design-Based Research for Studying Multicultural Literature Instruction: Reflections and Insights from a Teacher-Researcher Collaboration
Language: English
Authors: Thein, Amanda Haertling, Barbas, Patricia, Carnevali, Christine
Source: English Teaching: Practice and Critique. May 2012 11(1):121-135.
Availability: Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Peer Reviewed: Y
Physical Description: PDF
Page Count: 15
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Higher Education
Middle Schools
Secondary Education
Descriptors: Faculty Development, Researchers, Teaching Methods, Literature, Research Methodology, Teachers, Cooperation, Multicultural Education, Design, Lesson Plans, Cooperative Planning, English Instruction, Secondary School Teachers, Inquiry, College Faculty
ISSN: 1175-8708
Abstract: This paper details a teacher-researcher effort to investigate effective instructional practices for teaching multicultural literature through a collaborative, iterative process of inquiry driven by tentative, theoretical principles. The study began with a distillation of recent scholarship on multicultural literature response into a set of principles for instructional practice. The study was grounded in the paradigm of Design-Based Research; the specific methods were inspired by the Japanese professional development practice of lesson study. In this paper, each of the teachers reflects on his or her experiences of working with the shared principles, collaborating with others on lesson plans for his or her classroom, and learning from the experiences of other teachers in other school contexts. In synthesising the teachers' experiences, this paper argues that design-based research across teaching contexts holds promise as a method for studying English pedagogy and for professional development of teachers. (Contains 1 footnote.)
Abstractor: As Provided
Number of References: 25
Entry Date: 2012
Accession Number: EJ970235
Database: ERIC
FullText Links:
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  Data: Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
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  Data: This paper details a teacher-researcher effort to investigate effective instructional practices for teaching multicultural literature through a collaborative, iterative process of inquiry driven by tentative, theoretical principles. The study began with a distillation of recent scholarship on multicultural literature response into a set of principles for instructional practice. The study was grounded in the paradigm of Design-Based Research; the specific methods were inspired by the Japanese professional development practice of lesson study. In this paper, each of the teachers reflects on his or her experiences of working with the shared principles, collaborating with others on lesson plans for his or her classroom, and learning from the experiences of other teachers in other school contexts. In synthesising the teachers' experiences, this paper argues that design-based research across teaching contexts holds promise as a method for studying English pedagogy and for professional development of teachers. (Contains 1 footnote.)
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