Resource Topics
Teacher Research/Inquiry
Exploring Resources from Teacher-Researcher Marian Mohr
January 2008
Marian Mohr, a dynamic leader in teacher research, published a wealth of resources. This article summarizes her contributions and gives an annotated list of her publications.
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Integrating Writing Project Practices into a Mandated Program
March 2008
Bob Fecho
Required to implement a mandated program in their schools, San Diego teacher-consultants launched an inquiry group that developed ways to use the mandated materials as a venue for creative approaches based on writing project principles.
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Sonia Nieto Delivers Spring Meeting Keynote Speech
April 2008
Sonia Nieto, a leading authority in bilingual and multicultural education, delivered the keynote address at NWP's 2008 Spring Meeting. She explored the question of what sustains teachers in challenging situations and discussed the implications for professional development.
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Teacher Inquiry Communities Network Resources Bibliography
July 2007
Ann Dobie
Newly updated! This annotated bibliography of books about teacher research provides a wealth of information for teachers at various stages of the inquiry process. It was updated in July 2007 by the Teacher Inquiry Communities Network Leadership team in a process led by Pam Brown, co-chair of the team.
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Teacher Inquiry Publishing and Research Resources
February 2007
The following publishing and research resources provide support for teachers at various stages of the inquiry and dissemination process.
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TIC Study Group Focuses on Racism and Homophobia
July 2007
An NWP inquiry group focuses on race and sexual orientation, providing a safe place for teachers to explore these areas, develop curricula, discover methods for handling controversy, and honor the backgrounds of all their students.
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Keep the Spirit Going: Teacher Inquiry Communities Focus on Student Work
The Voice,
2005
Shirley Brown
Brown shares insights gained through work with the Teacher Inquires Communities Network as to how teachers can create space during the school year for the kind of collaborative work that happens at the summer institutes.
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Southside Elementary Writing Focus: Site-Based Leadership Reforms the Writing Curriculum
National Writing Project At Work,
March 2005
Robert McGinty, Nancy Remington
The story of an inquiry-centered approach to professional development, designed and led by teachers, that could be a model for any school.
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The Saginaw Teacher Study Group Movement: From Pilot to Districtwide Study Groups in Four Years
National Writing Project At Work,
March 2005
Mary Calliari, Janet Rentsch, Mary Weaver
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Digging Deeper: Teacher Inquiry in the Summer Institute Demonstration
The Voice,
2004
Art Peterson
Peterson explores writing project summer institute teacher demonstrations as a form of teacher inquiry at the Northern California Writing and the Red Cedar Writing Project.
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How Can Teacher Inquiry Help Achieve Equitable Outcomes for Students?
The Voice,
January-February 2003
Linda Friedrich
The core work of the Teacher Research Collaborative is to investigate how teacher inquiry can address the challenges encountered in the effort to ensure that all children achieve at high levels.
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Jeff Wilhelm: You Gotta BE a Teacher-Researcher
The Voice,
January-February 2003
Ruth Devlin
Teacher-author Jeff Wilhelm finds that teachers can do their jobs "better and more efficiently and faster by becoming reflective practitioners who do teacher research."
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Out of Our Experience: Useful Theory
The Quarterly,
2003
Sheila Clawson, Marion S. MacLean, Marian M. Mohr, Mary Ann Nocerino, Courtney Rogers, Betsy Sanford
In the fall of 2003, the National Writing Project and Teachers College Press copublished Teacher Research for Better Schools, by Sheila Clawson, Marion S. MacLean, Marian M. Mohr, Mary Ann Nocerino, Courtney Rogers, and Betsy Sanford. The book takes a leap beyond the research these six teachers conducted in their own classrooms to describe the effect of their work on their schools and school systems. In this excerpt, the writers annotate their emergence as researchers, detailing the influences that shaped their ideas about how teachers and students learn, and how schools change.
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Write from the Start: A Teacher Research Project
The Quarterly,
Winter 2002
Mary Racicot
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Lessons from Tony: Betrayal and Trust in Teacher Research
The Quarterly,
Spring 2001
Sharon K. Miller
Sharon K. Miller's experience with a student, and his ultimate refusal to give up ownership of his work, shaped her thinking regarding the relationship between the teacher-researcher, her students, and the data that is the work of those students.
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A Personal Bibliographic Essay
The Quarterly,
Fall 1999
Marion S. MacLean, Marian M. Mohr
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Drawing: Another Path to Understanding
The Quarterly,
Fall 1999
Theresa Manchey
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Teacher Research Crucial to Success of Profession
The Voice,
November-December 1999
Richard Sterling
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A Picaresque Tale from the Land of Kidwatching: Teacher Research and Ethical Dilemmas
The Quarterly,
Winter 1996
Jane Zeni
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The Perils and Pleasures of Teacher Research: Excerpts from a Journal I Never Kept
The Quarterly,
Summer 1996
Martha Dudley
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Teacher Researchers Together: Delving into the Teacher Research Process
The Quarterly,
Fall 1994
Karen Alford, Sarah Warshauer Freedman, Reginald Galley, Sarah Herring, Liz Simons, Doris Williams Smith, Elena Valenti, Patricia Ward
Sarah Warshauer Freedman, director of the National Center for the Study of Writing and Literacy, describes a year of the M-CLASS (Multicultural Collaborative for Literacy and Secondary Schools) project, a collaboration between university-based researchers and teachers of multicultural urban English and social studies classes. Teachers in the project describe their inspirations and fears, the risks they took, the ways their teaching was transformed, and the students they worked with, who became more literate and developed higher self-esteem.
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Book Review: Inside/Outside: Teacher Research and Knowledge, by Cochran-Smith and Lytle
The Quarterly,
Summer 1993
Joe Check, Roberta Logan
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Risky Business
The Quarterly,
Winter 1993
Susan Lytle
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TR 64. Ideological Divergences in a Teacher Research Group
National Center for the Study of Writing and Literacy Technical Report,
1992
Shawn Parkhurst, Sandra R. Schecter
The authors focus on differing ideologies of research, teaching/learning, and writing held by members of a teacher research group, providing evidence that divisions exist within the teacher research movement that are intellectually and socially important.
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Spinning Talk into Writing: Behind the Scenes of a Research Project
The Quarterly,
Fall 1991
Smokey Wilson
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TR 50. A Teacher-Research Group in Action
National Center for the Study of Writing and Literacy Technical Report,
1991
Rafael Ramirez, Sandra R. Schecter
Based on a two-year study of a university-affiliated teacher-research group, this article addresses the support teachers need to conduct classroom research, the effects of becoming researchers, and the knowledge teacher research can provide.
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Teachers as Researchers: Writing to Learn about Ourselves - and Others
The Quarterly,
Fall 1990
Sandra Hollingsworth
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Research, Recalibration, and Conversation: A Response to Cazden, Diamondstone, and Naso
The Quarterly,
Fall 1989
Susan Florio-Ruane
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Teacher Research: Toward Clarifying the Concept
The Quarterly,
April 1989
Marilyn Cochran-Smith, Susan Lytle
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Teacher-Researchers: Their Voices, Their Continued Stories
The Quarterly,
April 1989
Judy Grumbacher, Carin Hauser, Gretchen Mathews, Marian M. Mohr, Karen Willoughby
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Teachers and Researchers: Roles and Relationships
The Quarterly,
Fall 1989
Courtney Cazden, Judy Diamondstone, Paul Naso
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Institutionalizing Inquiry
The Quarterly,
July 1987
Miles Myers
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University and Classroom Teacher: Research Partners
The Quarterly,
January 1983
Sarah Warshauer Freedman
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Window Sill: Teacher-Researchers and the Study of Writing Process
The Quarterly,
June 1982
Marian M. Mohr
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The Teacher as Researcher
The Quarterly,
November 1980
Marian M. Mohr
In this 1980 piece, Mohr describes her own early forays into teacher research, which begin when she comes to understand that the "humiliation of not knowing everything catches up with every teacher." She concludes that one way of learning to live with this realization is to "begin asking why things happened the way they did in my classes, to become a student of my students, encouraging them to teach me about the way they learned."
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What Happens when Teacher/Consultants Become Curiouser and Curiouser?
The Quarterly,
November 1980
Don Gallehr
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