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What Does It Mean When High School Teachers Participate in Collaborative Research with Students on Literacy Motivations by Penny Oldfather & Sally Thomas — 1998This case study is an inquiry-within-an inquiry: As high school students conducted
a year-long participatory research project on motivation for literacy learning
with their teachers, two university researchers studied the processes and outcomes of
their project. The research was part of a six-year longitudinal study of student motivation
in which students participated as coresearchers. The original study examined
students?perceptions of their own reasons and purposes for literacy learning across
elementary, middle level, and senior high school contexts in Southern California. As
an outgrowth of that study, several of the students initiated collaborative research
with teachers. Data were analyzed through constant comparison. Here, cases of six
teacher participants are presented, with cross-case analyses that portray their views
on the nature of knowledge, purposes of schooling, their approaches to teaching,
their perspectives on the nature of motivation, and their roles and relationships
within the culture of the school and with the research team. In collaborating with
students in systematic ways about the purposes of literacy learning, the roots of their
own intrinsic motivations, and the qualities of classrooms that support their learn ing,
teachers were able to open up possibilities for personal growth and for small
beginnings of transformation of school culture.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Penny Oldfather
University of Georgia
- Sally Thomas
Claremont Graduate University
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