Going Public With Our Teaching: An Anthology Of Practice (The Practitioner Inquiry Series)

329 Pages·2005·1.32 MB·English

by  Thomas Hatch

The Practitioner Inquiry Series
Marilyn Cochran-Smith and Susan L. Lytle, SERIESEDITORS
ADVISORYBOARD:JoBeth Allen, Judy Buchanan, Robert Fecho,
Susan Florio-Ruane, Sarah Freedman, Karen Gallas, Andrew Gitlin,
Dixie Goswami, Peter Grimmett, Gloria Ladson-Billings,
Sarah Michaels, Susan Noffke, Marsha Pincus, Marty Rutherford,
Lynne Strieb, Carol Tateishi, Diane Waff, Ken Zeichner
Going Public with Our Teaching: Reading Families:
An Anthology of Practice The Literate Lives of Urban Children
THOMAS HATCH, CATHERINE COMPTON-LILLY
DILRUBA AHMED, ANN LIEBERMAN, Narrative Inquiry in Practice:
DEBORAH FAIGENBAUM, Advancing the Knowledge of Teaching
MELISSA EILER WHITE, &
NONA LYONS &
DÉSIRÉE H. POINTER MACE, Editors
VICKI KUBLER LaBOSKEY, Editors
Teaching as Inquiry: Learning from Teacher Research
Asking Hard Questions to Improve
JOHN LOUGHRAN, IAN MITCHELL,
Practice and Student Achievement
& JUDIE MITCHELL, Editors
ALEXANDRA WEINBAUM,
Writing to Make a Difference:
DAVID ALLEN, TINA BLYTHE,
Classroom Projects for Community
KATHERINE SIMON, STEVE SEIDEL,
Change
& CATHERINE RUBIN
CHRIS BENSON &
“Is This English?” Race, Language, SCOTT CHRISTIAN with
and Culture in the Classroom DIXIE GOSWAMI &
BOB FECHO WALTER H. GOOCH, Editors
Teacher Research for Better Schools Starting Strong: A Different Look at
MARIAN M. MOHR, COURTNEY Children, Schools, and Standards
ROGERS, BETSY SANFORD, MARY PATRICIA F. CARINI
ANN NOCERINO, MARION S. Because of the Kids: Facing Racial and
MacLEAN, & SHEILA CLAWSON Cultural Differences in Schools
Imagination and Literacy: A Teacher’s JENNIFER E. OBIDAH &
Search for the Heart of Learning KAREN MANHEIM TEEL
KAREN GALLAS Ethical Issues in Practitioner Research
Regarding Children’s Words: Teacher JANE ZENI, Editor
Research on Language and Literacy
Action, Talk, and Text: Learning and
BROOKLINE TEACHER Teaching Through Inquiry
RESEARCHER SEMINAR GORDON WELLS, Editor
Rural Voices: Place-Conscious Teaching Mathematics to the New
Education and the Teaching of Writing Standards: Relearning the Dance
ROBERT E. BROOKE, Editor RUTH M. HEATON
Teaching Through the Storm: Teacher Narrative as Critical Inquiry:
A Journal of Hope Rewriting the Script
KAREN HALE HANKINS JOY S. RITCHIE & DAVID E. WILSON
(continued)
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Practitioner Inquiry Series titles, continued
From Another Angle: Children’s Teaching, Multimedia, and Mathe-
Strengths and School Standards matics: Investigations of Real Practice
MARGARET HIMLEY with MAGDALENE LAMPERT &
PATRICIA F. CARINI, Editors DEBORAH LOEWENBERG BALL
Unplayed Tapes: A Personal History Tensions of Teaching:
of Collaborative Teacher Research Beyond Tips to Critical Reflection
STEPHEN M. FISHMAN &
JUDITH M. NEWMAN
LUCILLE MCCARTHY
John Dewey and the Challenge of
Inside City Schools: Investigating Classroom Practice
Literacy in the Multicultural Classroom
STEPHENM. FISHMAN &
SARAH WARSHAUER FREEDMAN,
LUCILLEMCCARTHY
ELIZABETH RADIN SIMONS,
“Sometimes I Can Be Anything”:
JULIE SHALHOPE KALNIN, ALEX
Power, Gender, and Identity in a
CASARENO, & theM-CLASS TEAMS
Primary Classroom
Class Actions: Teaching for Social
Justice in Elementary and Middle School KAREN GALLAS
JOBETH ALLEN, Editor Learning in Small Moments:
Teacher/Mentor: Life in an Urban Classroom
A Dialogue for Collaborative Learning DANIEL R. MEIER
PEG GRAHAM, SALLY HUDSON-
Interpreting Teacher Practice:
ROSS, CHANDRA ADKINS,
Two Continuing Stories
PATTI MCWHORTER, &
RENATESCHULZ
JENNIFER MCDUFFIE STEWART, Eds.
Creating Democratic Classrooms:
Teaching Other People’s Children:
Literacy and Learning in a Bilingual The Struggle to Integrate Theory and
Classroom Practice
CYNTHIA BALLENGER LANDON E. BEYER, Editor
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GOING PUBLIC
with OUR TEACHING
An Anthology of Practice
Edited by
Thomas Hatch, Dilruba Ahmed, Ann Lieberman,
Deborah Faigenbaum, Melissa Eiler White,
and Désirée H. Pointer Mace
in collaboration with
The Carnegie Foundation for the
Advancement of Teaching
Teachers College, Columbia University
New York and London
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Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027
Copyright © 2005 by Teachers College, Columbia University
All rights reserved. No part of this publication may be reproduced or transmitted in any
form or by any means, electronic or mechanical, including photocopy, or any information
storage and retrieval system, without permission from the publisher.
Library of Congress Cataloging-in-Publication Data
Going public with our teaching: an anthyology of practice /
edited by Thomas Hatch ... [et al.].
p. cm. — (The practitioner inquiry series)
Includes bibliographical references and index.
ISBN 0-8077-4589-8 (pbk. : alk. paper)
1. Teaching. 2. Teachers—Training of. I. Hatch, Thomas. II. Series.
LB1025.G486 2005
371.102—dc22 2004065901
ISBN 0-8077-4589-8 (paper)
Printed on acid-free paper
Manufactured in the United States of America
12 11 10 09 08 07 06 05 8 7 6 5 4 3 2 1
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Contents
Acknowledgments ix
Introduction 1
Thomas Hatch
PART I:
THE CULTURE OF SCHOOLS AND CLASSROOMS
1. The First Day of School: A Refl ective
Narrative Analysis 17
Timothy Boerst
2. What Is a Culture of Quality? 34
Ron Berger
3. Are Pullout Programs Sabotaging Classroom
Community in Our Elementary Schools? 57
Lois Brandts
4. A Narrative in Three Voices 67
Rebecca Akin
5. The Mission Hill School 70
Heidi Lyne
6. Circles of Infl uence: My Research Journey
Into Culturally Engaged Instruction 77
Renee Moore
v
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vi Contents
PART II:
THE CONTENT OF THE CURRICULUM:
EXPANDING CLASSROOM UNDERSTANDING
7. With an Eye on the Mathematical Horizon: Dilemmas
of Teaching Elementary School Mathematics 95
Deborah Loewenberg Ball
8. Messy Monk Mathematics:
An NCTM-Standards–Inspired Class 133
Larry Copes
9. Learning from Laramie: Urban High School Students
Read, Research, and Reenact The Laramie Project 147
Marsha R. Pincus
10. Pio Pico Student Researchers Participatory Action
Research: From Classroom to Community,
Transforming Teaching and Learning 166
Emily Wolk
11. Was the American Revolution Completed Before
the War Began? 171
Steven Levy
12. A Friend of Their Minds: Capitalizing on the
Oral Tradition of My African American Students 181
Yvonne Divans Hutchinson
PART III:
ISSUES OF EQUITY, RACE, AND CULTURE
13. Helping African American Males Reach Their
Academic Potential 189
Marlene Carter
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Contents vii
14. The Gap Is in Our Expectations 210
Joan Kernan Cone
15. “And Justice for All”:
Using Writing and Literature to Confront Racism 214
Griselle M. Diaz-Gemmati
16. Ma-Lee’s Story 237
Gerald Campano
17. Because You Like Us: The Language of Control 243
Cynthia Ballenger
PART IV:
NEGOTIATING THE DILEMMAS OF TEACHING
18. Human Agency, Social Action, and
Classroom Practices 257
Vanessa Brown
19. Proposition 227, Stanford 9, and Open Court:
Three Strikes Against English Language Learners 267
Ramón Martínez
20. Principled Practice: New Science for the Classroom 270
Jeffrey Maas
21. How Do Teachers Manage to Teach?: Perspectives
on Problems in Practice 281
Magdalene Lampert
About the Authors 305
Index 309
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Acknowledgments
A book with so many editors demands a bit of explanation. From the
inception of the CASTL program, we worked as a team, meeting together
every week. Like the teachers in this book we differed in style, experience,
knowledge, and practice. We became a team of colleagues in the best sense
of the word: learning to critique, compliment, educate, and learn from
one another. Among the many things we learned was how to respect our
differences and acknowledge our unique strengths (and weaknesses).
In the process we have become friends and colleagues. It is our fondest
hope that the teachers represented here will be read, discussed, critiqued
and built upon in true scholarly and collegial fashion. And we hope that
many will see these pieces as offering opportunities to learn from teach-
ers who have thought deeply about their students, their learning, and their
lives.
In developing this volume, Thomas Hatch and Ann Lieberman pro-
vided overall guidance in the design and development of the collection.
Thomas Hatch developed the introduction and oversaw the editing of the
selections. Kim Austin conducted the initial searches for works by teach-
ers, and Ruba Ahmed with the help of Deborah Faigenbaum and Melissa
Eiler White took responsibility for fi nding and reviewing numerous pos-
sible selections. Desiree Pointer Mace helped to develop the websites and
multimedia contributions. Ruba Ahmed also provided the crucial leader-
ship and tireless dedication needed to bring this volume to publication as
she tracked down permissions and copyrights, corresponded with authors
and publishers, edited the manuscripts, and responded to comments.
Neither the development of this book nor many of the pieces in it would
have been possible without the leadership and support of Lee Shulman.
Numerous colleagues at the Carnegie Foundation also contributed their
time and expertise to the development of the program and the support of
our work. Pat Hutchings deserves special recognition for her leadership
of the development of the CASTL program in Higher Education, which
served as a model for much of our work, and Toru Iiyoshi and his col-
leagues at the Knowledge Media Lab provided countless hours of support
ix
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