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Regarding Children’s Words: Teacher Research on Language and Literacy


reviewed by Erica C. Boling — 2004

coverTitle: Regarding Children’s Words: Teacher Research on Language and Literacy
Author(s): Brookline Teacher Researcher Seminar
Publisher: Teachers College Press, New York
ISBN: 0807744018, Pages: 176, Year: 2003
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Regarding Children’s Words is a compelling collection of essays that presents the stories and experiences of eight teacher researchers who participated in the Brookline Teacher Researcher Seminar (BTRS). The book represents over 10 years of work by seminar members as they worked together towards a common goal of ensuring that all children were “genuinely heard and understood” in their classrooms (p. 12). Through ongoing, collaborative research, members introduced questions of practice, investigated children’s talk in classrooms, and began to form new understandings about teaching, learning, and students. Each essay in the book describes how seminar members investigated aspects of their own teaching practice and illustrates how such research can provide invaluable insights about the nature and complexities of teaching. Although others have written about children’s stories and sense making (Dyson, 1989; Heath, 1982), classroom discourse (Cazden, 1988; Delpit, 1986, 1988), and the social construction of language (Bakhtin, 1981; Gee, 1990), this book is unique because of the way it explores diverse children’s talk in the classroom setting and makes... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 8, 2004, p. 1529-1532
http://www.tcrecord.org ID Number: 11290, Date Accessed: 10/24/2017 3:38:59 AM

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About the Author
  • Erica Boling
    Rutgers University
    E-mail Author
    ERICA C. BOLING is Assistant Professor in the Department of Learning and Teaching at Rutgers University's Graduate School of Education. Her research interests include teacher learning, the impact of technology on teaching and learning, and the preparation of literacy teachers.
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