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What Counts as Teacher Research? Investigating the Scientific and Mathematical Ideas of Children from Culturally Diverse Backgrounds


by Cynthia Ballenger & Ann S. Rosebery — 2003

In this article we address questions raised by the research methods used in teacher research by exploring a particular approach to teacher research. This approach is based in teachers' concerns with underachieving children, particularly those who come from diverse cultural and linguistic backgrounds. It grows out of the work of the Brookline Teacher Research Seminar (BTRS), the Chèche Konnen Center (CKC), and the Prospect Center and Archives (Prospect). We report on a conference where experienced teacher researchers from these groups met with newcomers to explore classroom data together. Our goal is to describe what the experienced practitioners had to say to the newcomers.


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Cite This Article as: Teachers College Record Volume 105 Number 2, 2003, p. 297-314
http://www.tcrecord.org ID Number: 11054, Date Accessed: 9/1/2014 9:39:21 AM

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About the Author
  • Cynthia Ballenger
    Chèche Konnen Center
    E-mail Author
    CINDY BALLENGER is a sociolinguist at the Chèche Konnen Center with principal research interests in classroom discourse in relation to learning within academic disciplines. She is also a teacher, most recently of third- and fourth-grade bilingual students. She is a founding member of the Brookline Teacher Research Seminar. She has published articles that address issues of cultural difference in language use in early literacy education; her book Teaching Other People's Children addresses both teachers and researchers, with particular focus on conducting research on language practices as part of the process of teaching in a multicultural classroom. She is involved in a variety of efforts to support the development of teacher research as a part of teaching.
  • Ann Rosebery
    Chèche Konnen Center
    E-mail Author
    ANN S. ROSEBERY is codirector of the Chèche Konnen Center. Her research focuses on improving science learning and teaching for low-income, racial, ethnic, and linguistic minority children. A central goal of this work has been to document and characterize the range of intellectual resources that children from diverse backgrounds bring to the study of science. Currently she is collaborating with teacher researchers and Chèche Konnen staff to develop innovative pedagogical practices that enable all children to understand and use diverse sense-making resources to learn and do science. Dr. Rosebery was a middle school teacher for 8 years.
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