The learning and perceptions of teacher researchers and facilitators in a literacy-focused, teacher-research course: A content analysis of system, learner, and spheres of influence.

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Ann Duffy Harrington, Clinical Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The purpose of this research was to add to the knowledge base of teacher research in literacy education by focusing on the inquiry processes and learning of literacy teacher researchers from their perspectives. We accomplished this goal through presenting the voices of the teacher researchers, providing individual and collective voices and perspectives that are sometimes missing in discussions of literacy teacher- research inquiries. Using qualitative content analysis methodologies, our results indicated that these educators learned about themselves as system members, learners, and change agents within varying spheres of influence. We provide discussion and implications for research and practice, including conducting teacher research beyond the support of a university community and the constraints that teacher researchers face in this current political climate.

Additional Information

Journal of Literacy Research, 35(4), 1019-1050
Language: English
Date: 2004
Knowledge base, Teacher research, Literacy education

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