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Rhode Island College • Feinstein School of Education & Human Development •
Dept. of Educational Studies
FNED 562
Inquiry into Classroom Practice
Coming to Understand Teacher Research by Analyzing Mentor Models
Objectives: Future teacher researchers will:
- synthesize mentor models of published teacher research
- deconstruct one mentor model by engaging a Scholarly Analysis Protocol
- translating the mentor model authentic classroom contexts
- read about teacher research in a provided textbook
- continue to explore the classroom or educational space by writing observational notes.
Learning Event #1:
Choose one article from one of the following teacher researcher journals:
Enter your choice of article on this document: Teacher Researcher Journal Article Choices. (Note: Please do not choose the same article as another person in class.)
Deconstruct the article you chose using this Scholarly Analysis Protocol. Be ready to share it in jigsaw small groups next session. This assignment should be posted by 1/30 at midnight for feedback -- Once to your blog/ website and a second time to Blackboard.
Learning Event #2:
Please complete this document: Place, Participants, and Practitioner. The ideas you capture here will help to frame your next memo during week #3. Please always write to share. This assignment should be posted by 1/31 at 7 a.m. -- Once to your blog/ website and a second time to Blackboard. Note: Please only insert your own responses to Blackboard. Please save them as a 365 Word file, ideally, and then Browse My Computer to upload the file to Blackboard.
Learning Event #3:
F&B: Chapter One (Falk, B. and Blumenreich. (2005). The Power of Questions: A Guide to Teacher and Student Research. Portsmouth, NH: Heinemann.) Take some notes to help you to participate fully in a class discussion of this chapter during our week #3 session.
Learning Event #4:
Take observational notes in your teacher researcher journal for 10 minutes average a day. Be ready to share them with your peers during our next session.
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