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A case study examining teachers’ collaborative practices within Reading Workshop

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TitleInfo
Title
A case study examining teachers’ collaborative practices within Reading Workshop
TitleInfo (type = abbreviated)
Title
Case study examining teacher collaboration
Name (type = personal)
NamePart (type = family)
Axelrod
NamePart (type = given)
Tali
NamePart (type = date)
1966-
DisplayForm
Tali Axelrod
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Battey
NamePart (type = given)
Dan
DisplayForm
Dan Battey
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Firestone
NamePart (type = given)
William
DisplayForm
William Firestone
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
co-chair
Name (type = personal)
NamePart (type = family)
Mangin
NamePart (type = given)
Melinda
DisplayForm
Melinda Mangin
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
co-chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-10
Place
PlaceTerm (type = code)
xx
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2014
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Studies have shown the benefits of teacher professional communities as a way of structuring reforms in order to develop instructional improvement (Curry, 2008).Yet despite this, within the broader literature there have been few studies to examine the content of teachers’ interactions through their collaborative efforts around artifacts and conversations within communities. As such, this study applies communities of practice theory to expand the existing literature on teacher collaboration through case study methodology that examines the collaborative efforts of one grade level team. The purpose of this study was to examine the interactions between teachers on a grade level literacy team in one public school. Under investigation was how they made decisions, used artifacts of their practice, and planned their lessons together within a new reform: Reading Workshop. The focus was on the collaborative efforts and interactions among teachers. Study participants included all five teachers on a grade level literacy team at the school site. To document teacher collaboration, teachers were observed during their team meetings as they interacted around Reading Workshop and the artifacts and materials they routinely used. These interactions were audio-recorded during observations of team meetings to capture all of the teachers’ interactions. Additionally, field notes were taken of anything significant. The teachers also participated in audio-recorded, semi-structured interviews to understand their views on the collaborative effort over time. Three major themes emerged from the research: (1) the norms of the group did not support shared decision making. Questioning, conflict, and thoughtful dialogue around planning were not promoted and there was often a one-sided sharing of artifacts and ideas; (2) teacher practice was privatized where the experienced teachers held all of the artifacts and lesson plans from their past years and their thinking did not become public. Legitimate peripheral participation did not occur, and the learning was not transferred to the novices; (3) perceptions of competence by colleagues – the experienced teachers were often the only ones deemed competent enough to bring in artifacts or ideas, and they often didn’t value the artifacts brought in by the novice teachers. Implications that arose from this study include: (1) conceptualizing and creating norms for interaction and helping teams of teachers at the school site navigate through essential differences and tensions. In this manner, teachers can learn to address conflicts directly with one another, and more experienced teachers can bring novice teachers into apprenticeship through joint work and shared repertoire, (2) the use of protocols can guide teachers in developing norms that encourage making teaching public and thinking out loud about their practice. Additionally, providing novice teachers with pedagogical support around best instructional practices can help them navigate the challenges of Reading Workshop. This study shows the importance in studying teacher interactions to understand the nature of teacher collaboration and raises the need to find ways of building stronger communities where teachers learn together.
Subject (authority = RUETD)
Topic
Educational Leadership
Subject (authority = ETD-LCSH)
Topic
Teachers--United States--Case studies
Subject (authority = ETD-LCSH)
Topic
Teaching--Methods--United States
Subject (authority = ETD-LCSH)
Topic
Teaching teams--United States--Case studies
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Identifier
ETD_5872
Identifier (type = doi)
doi:10.7282/T3RF5SG3
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 150 p. : ill.)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Tali Axelrod
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Axelrod
GivenName
Tali
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (point = start); (qualifier = exact)
2014-09-22 08:34:15
AssociatedEntity
Name
Tali Axelrod
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime (encoding = w3cdtf); (point = start); (qualifier = exact)
2014-10-31
DateTime (encoding = w3cdtf); (point = end); (qualifier = exact)
2015-11-30
Type
Embargo
Detail
Embargo removed at the request of the author (2015-12-01).
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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