Developing Knowledge Communities through Partnerships for Literacy
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- Description
- Contents
- About
Developing Knowledge Communities through Partnerships for Literacy explores the development of knowledge communities - safe spaces on the educational landscape - where research and professional development with literacy teachers and writers can unfurl.
This volume, inspired by an evaluation research partnership involving professional development for writing instructors, coheres around Dewey's three-dimensional threads of experience. Contributing authors give attention to the temporal, situational, and social implications of teachers' organically formed knowledge communities. This book is essential reading for researchers of education, knowledge communities and cross-institutional research partnerships as it:
- inquires into the historical roots of research partnerships
- offers unique perspectives on literacy coaching and professional development in public education, and
- includes uniquely divergent threads from researchers in the field.
Each chapter calls readers to reflect on the influence of community, identity and change on reform efforts in education.
Chapter 1. Community, Identity, and Change: An Inquiry into Professional Development Partnerships for Literacy Education in Urban Context; Cheryl j. Craig and Chestin Auzenne-Curl
- Part I. Seeing Big: Tensions and Triumphs in Partnerships for Professional Development; Cheryl J. Craig and Chestin Auzenne-Curl
- Chapter 2. Innovation and Integrity: Working Through Disruption to Support Teachers in Their Roles as Literacy Educators; Tina Angelo and Maryann Gremillion
- Chapter 3. Reflections on Research and Professional Development Partnerships in Post-Harvey Houston: Writing the Rip Tide; Chestin Auzenne-Curl, Cheryl J. Craig, and Gayle Curtis
- Chapter 4. Reflections on Principal Leadership and Writers in the Schools; Michael Curl and Cheryl J. Craig
- Chapter 5. Navigating the Role of Teacher Educators in the Field: The Case for Increased Community Support; Daphne Carr and Chestin Auzenne-Curl
- Part II. Seeing Small: The Call for a Closer Look at the Writers in the Schools Collaborative; Chestin Auzenne-Curl and Cheryl J. Craig
- Chapter 6. Reflections on Wits History and Challenges of Change; Robin Reagler
- Chapter 7. In Search of a Trellis: A Principal's Perspective on the Need for Cross-Institutional Literacy Partnerships; Terri Osborne
- Chapter 8. Tough Turf: Restoried Moments in the Dissipation of an Urban Knowledge Community; Abdulkader Mokhtari, Chestin Auzenne-Curl, and Kaleah Hicks
- Chapter 9. The Beauty of Petals and Thorns: Negotiating Identity as Writer-Teacher; Sarah Jerasa
- Chapter 10. Reflective Conversation on the Value of Longevity as Collaborators in Education; Tim Martindell, Cheryl J. Craig, and Chestin Auzenne-Curl
- Part III. Seeing More: Something to Pursue; Chestin Auzenne-Curl and Cheryl J. Craig
- Chapter 11. Gentrimigration: Two Tales, One City’s Story of a Changed Community; Tenesha Gale
- Chapter 12. Poetry is Not a Luxury: Engaging Learners in Multiple Literacies through Creative Poetics; Lobat Asadi
- Chapter 13. “After a Trip, The Suitcase Stays Full Till I Need Something”: Unpacking Narrative Truths from the Field; Chestin Auzenne-Curl
- Chapter 14. The Implications of Social Media Scholarship on Forming a Knowledge Community in Black Cyberculture: A Co-Constructed Narrative; Chestin Auzenne-Curl and Daphne Carr
- Chapter 15. Research Across Four Pandemics: The End is a Beginning; Chestin Auzenne-Curl and Cheryl J. Craig
Chestin Auzenne-Curl, Ph.D. is a researcher and lecturer in the Department of Teaching, Learning and Culture at Texas A & M University, USA, a recipient of the National Science Foundation (NSF) Future Faculty Fellowship, and a member of the University of Houston's inaugural class of Cross Disciplinary NSF Teaching Fellows.
Cheryl J. Craig, Ph.D. is a professor, Houston Endowment Endowed Chair of Urban Education and Chair of Technology and Teacher Education at Texas A&M University, USA. She is an American Educational Research Association Fellow, an AERA Division B (Curriculum) Outstanding Lifetime Career awardee, a Division K (Teaching & Teacher Education) Legacy Award winner, and a recipient of the Michael Huberman Award for Contributions to the Understanding the Lives of Teachers.