Who+is+a+scholar+and+a+teacher+researcher?


 * Positioning Theory **


 * I contend **** that each of you are teacher researchers and scholars of teaching. **


 * Erin: **
 * You __addressed the complications of defining__ multicultural literature, the __degrees of understanding__ and appreciation, and the wise perspective of a Native American writer for young adults, Sherman Alexie. **
 * You __surveyed your students__ to understand to their bottom-line understanding of multicultural literature. **


 * Rachel: **
 * You brought your __personal experience__ of journal writing to bear on your classroom practice. **
 * You __established goals__ for journal writing (to engage in routine writing; to construct a critical mass of writing; to provide opportunity for discovery) **
 * You raised critical questions about journal pedagogy (e.g. with or without prompts) **
 * You __defined the critical variable__ of teacher feedback (how often; how much; how critical or encouraging) **


 * Theresa: **

__** You hypothesized **__** that Arts experience is related to academic achievement, but you __attended to objections and disclaimers__. **

 * You analyzed data (Catteral) that showed the correlation of arts experience with academic achievement, but __you went deeper to identify behaviors__ that the two proficiencies shared **
 * ( e.g. practice, self-assessment; patience; humility). **
 * You __acknowledged that correlation was not causation__, but you __presented evidence__ that academic behaviors were consistent with arts experience (higher rate of school completion; lower rate of delinquency) **
 * You __made a case__ for sustaining Arts programs in Michigan **


 * Laurie: **
 * You __divided your question__ between the use of prewriting and the implementation of prewriting technology. You __surveyed your students to find out__ their actual writing practices. You discovered that older students had somehow acquired wisdom about prewriting and technology. **
 * You __identified kinds of prewriting__ and their usefulness, __instead of lumping them all together__. **
 * You demonstrated variations in technological tools that appealed to linear, graphic and recursive styles of learning. **


 * Ann-Marie: **
 * You __made a case for conventional pedagogy__: the 5-paragraph essay. **
 * You __complicated the conventional__ with the diverse, unscripted expectations of college professors. **
 * You __cited current research__ in the expectations for college writing: **
 * (“Frameworks for Success”) **
 * You __left your audience with questions__, instead of conclusions (how do we make the transition from conventional high school writing to more complex college writing?) **


 * Matt: **
 * You __demonstrated a model of cognitive processing__-- transmediation: ( print to visual to musical modes of thinking). **
 * You __argued for the literacy of video games__: mythic characters; narrative structure; verbal input. **
 * You __considered opposing arguments__: whether teachers should co-opt young adults’ territory of entertainment with literary analysis. **


 * Kristin: **
 * You __described the conventional rationale__ for peer response to writing (immediate; authentic audience; teacher paper load) **
 * You __cited theorists__ who supported peer response (Vopat; Elbow) **
 * You __considered objections and problems__ with peer response: **
 * (chaos; uninformative; maturity) **
 * You __proposed an agenda for research__: guidelines, modeling, accountability. **


 * Jennifer: **


 * Kristen: **


 * Sarah: **