Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 5 > No. 3 (2000)
Abstract
This paper documents the use of ethnographic research methods as a heuristic for inquiry and teaching. More specifically, it focuses on reflection as situated at the heart of teacher-research, including research conducted by prospective English language arts teachers. In a retrospective analysis of her student's case studies in literacy at an urban site, a teacher researcher explores whether and how her students come to "know their knowledge." She explores students' construction of knowledge and theories of practice, how these develop over time and what impact they may have on teaching and learning. These constructions inform not only her students' practice but also her own.
Keywords
qualitative research
Publication Date
10-1-2000
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
DOI
10.46743/2160-3715/2000.1948
Recommended APA Citation
Showler, J. (2000). Case Study of Classroom Practice: A Quiet Form of Research. The Qualitative Report, 5(3), 1-12. https://doi.org/10.46743/2160-3715/2000.1948
Included in
Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Social Statistics Commons
