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What Works? A Practical Guide for Teacher Research


by Anne Burns Thomas — no date entered

Many current reforms aim to improve the quality of education and student achievement through measures that deprofessionalize teaching. From scripted curricula to test-driven instructional strategies, the knowledge base for teaching is being eroded in place of a formulaic approach that requires teachers to implement rather than create, to practice crowd control rather than teach. Regarding these trends toward teacher professionalism, Pam Grossman (2003) states, “At a time when we have more evidence than ever that quality teaching matters enormously to children's futures, we are on the verge of forsaking the hard-won reforms that can lead to better prepared teachers for all students” (¶ 17). Running counter to this context are movements that rely on the fundamental knowledge of teachers, including knowledge about their students, classrooms, and content. These movements, which include teacher professional development networks and teacher research, work to build on the knowledge that teachers bring to the table... (preview truncated at 150 words.)


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About the Author
  • Anne Burns Thomas
    SUNY Cortland
    E-mail Author
    ANNE BURNS THOMAS is an Assistant Professor in the Foundations and Social Advocacy Department in the School of Education at SUNY Cortland. She is the Program Coordinator of Cortland's Urban Recruitment of Educators (C.U.R.E.) Program and is interested in teacher retention and preparation.
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