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Books by Bob Fecho
Teachers College Press, 2016
Many educators feel caught between mandates to meet literacy standards and the desire to respond ... more Many educators feel caught between mandates to meet literacy standards and the desire to respond to individual students' interests, skills, and challenges. This book illustrates how a dialogical approach to practice will enable teachers to meet the needs of today's diverse student population within a standardized curriculum. Chapters highlight the efforts of four high school teachers to create dialogical classroom space, documenting both the possibilities of and impediments to such an approach to teaching. Drawing on a theoretical framework and rationale for engaged dialogical practice, the authors present and analyze key classroom events that illustrate the productive and restrictive tensions for such work and suggest ways for teachers and schools to implement these ideas, especially for complementing and expanding the Common Core State Standards.
Papers by Bob Fecho
International Reading Association, 2006
Abstract: Foster a classroom community where teachers and students make their own meanings of the... more Abstract: Foster a classroom community where teachers and students make their own meanings of the world and consider their relation to larger social, political, cultural, and historical issues. The reader will find a rich range of perspectives in these stories of K-12 teachers and university educators who participated in a three-year study to explore issues of critical inquiry. This text will show: The power of research partnerships; A framework for teachers and teacher educators that provides ongoing, mutual professional support; The ...
International Reading Association, 2006
Abstract: Foster a classroom community where teachers and students make their own meanings of the... more Abstract: Foster a classroom community where teachers and students make their own meanings of the world and consider their relation to larger social, political, cultural, and historical issues. The reader will find a rich range of perspectives in these stories of K-12 teachers and university educators who participated in a three-year study to explore issues of critical inquiry. This text will show: The power of research partnerships; A framework for teachers and teacher educators that provides ongoing, mutual professional support; The ...
Journal of Literacy …, Jan 1, 2000
Springer International Handbooks of Education, 2005
Look outside of the school walls in nearly every community and you will find examples of adolesce... more Look outside of the school walls in nearly every community and you will find examples of adolescents deeply engaged in literacy practices. In Australia, a young man composes a flyer for a lawn-mowing service (Knobel, 1999). Teenagers in Nepal exchange love letters mixing home and school languages (Ahearn, 2001). In the U.S. suburbs, youth race home to read and respond
Teaching Education, 2008
Page 1. Teaching Education Vol. 19, No. 2, June 2008, 123136 ISSN 1047-6210 print/ISSN 1470-1286... more Page 1. Teaching Education Vol. 19, No. 2, June 2008, 123136 ISSN 1047-6210 print/ISSN 1470-1286 online © 2008 School of Education, The University of Queensland DOI: 10.1080/10476210802040781 http://www.informaworld.com ...
Journal of Literacy Research, 2000
If we in teacher education want emerging teachers to inquire into the complexities of authority a... more If we in teacher education want emerging teachers to inquire into the complexities of authority and to reimagine how it might operate in schools, then we need firsthand experience troubling it in our own classrooms. To this end, we -three reading education professors -problematized our classroom authority as we sought to enact critical inquiries with preservice teachers. In this qualitative study, our contention is that preservice teachers, in addition to eventually having to manage curriculum, must also face the reality of having to function as authority figures while still maintaining a classroom conducive to meaning making. However, in order to interrupt their traditional images of teacher as authority figure, they need to experience contrasting images. This article provides three lenses through which to explore how authority can be reimagined in critical-inquiry reading education courses.
Journal of Adolescent & Adult Literacy, 2007
The bell rings. Some late arrivals scram-ble for the door, but at least one con-tinues his slow a... more The bell rings. Some late arrivals scram-ble for the door, but at least one con-tinues his slow amble down the high school corridor. In a scurry of squeaks, the teacher finishes writing the title of To Kill a Mockingbird on the white board. Pointing to a pile of paperbacks on her desk, ...
Journal of Adolescent & Adult Literacy, 2012
The Sixth International Conference on Self-Study of Teacher Education Practices, Jul 30, 2006
This collaborative self-study took place in two universities in the United States. During the spr... more This collaborative self-study took place in two universities in the United States. During the spring semester of 2005, Fecho worked on issues in literacy with middle school preservice teachers at the University of Georgia, a large research university in the Southeast. Lassonde, taught issues in literacy with elementary preservice teachers at SUNY College at Oneonta, a small teaching university in the Northeast. Fecho and Lassonde formed a research collaborative along with graduate students Mallozzi, Mazaros, and McLean. We ...
Peer-Reviewed Articles by Bob Fecho
Qualitative Research, 2017
In this article we introduce tension as a means for qualitative data analysis based on Mikhail Ba... more In this article we introduce tension as a means for qualitative data analysis based on Mikhail Bakhtin’s dialogical theory. We first explain the foundations of Bakhtin’s theory and show the inevitability of tension in our lives and qualitative data analysis. We then offer a review of how Bakhtin’s notion of tension has manifested itself in qualitative research, which prompts us to establish a tensional approach to qualitative data analysis. Finally, we outline our framework for a tensional approach to data analysis and illustrate examples of putting this approach into practice in our own study. Our tensional approach (1) explores key moments of tension; (2) seeks out unease and discomfort; (3) involves researcher and research participants in ongoing dialogue; (4) and embraces multiple perspectives on a range of tensions during the data analysis process. It encourages uncertainties and questions instead of pursuing certainty of meaning and fixed conclusions.
Teachers College Press, 2016
Many educators feel caught between mandates to meet literacy standards and the desire to respond ... more Many educators feel caught between mandates to meet literacy standards and the desire to respond to individual students' interests, skills, and challenges. This book illustrates how a dialogical approach to practice will enable teachers to meet the needs of today's diverse student population within a standardized curriculum. Chapters highlight the efforts of four high school teachers to create dialogical classroom space, documenting both the possibilities of and impediments to such an approach to teaching. Drawing on a theoretical framework and rationale for engaged dialogical practice, the authors present and analyze key classroom events that illustrate the productive and restrictive tensions for such work and suggest ways for teachers and schools to implement these ideas, especially for complementing and expanding the Common Core State Standards.
International Reading Association, 2006
Abstract: Foster a classroom community where teachers and students make their own meanings of the... more Abstract: Foster a classroom community where teachers and students make their own meanings of the world and consider their relation to larger social, political, cultural, and historical issues. The reader will find a rich range of perspectives in these stories of K-12 teachers and university educators who participated in a three-year study to explore issues of critical inquiry. This text will show: The power of research partnerships; A framework for teachers and teacher educators that provides ongoing, mutual professional support; The ...
International Reading Association, 2006
Abstract: Foster a classroom community where teachers and students make their own meanings of the... more Abstract: Foster a classroom community where teachers and students make their own meanings of the world and consider their relation to larger social, political, cultural, and historical issues. The reader will find a rich range of perspectives in these stories of K-12 teachers and university educators who participated in a three-year study to explore issues of critical inquiry. This text will show: The power of research partnerships; A framework for teachers and teacher educators that provides ongoing, mutual professional support; The ...
Journal of Literacy …, Jan 1, 2000
Springer International Handbooks of Education, 2005
Look outside of the school walls in nearly every community and you will find examples of adolesce... more Look outside of the school walls in nearly every community and you will find examples of adolescents deeply engaged in literacy practices. In Australia, a young man composes a flyer for a lawn-mowing service (Knobel, 1999). Teenagers in Nepal exchange love letters mixing home and school languages (Ahearn, 2001). In the U.S. suburbs, youth race home to read and respond
Teaching Education, 2008
Page 1. Teaching Education Vol. 19, No. 2, June 2008, 123136 ISSN 1047-6210 print/ISSN 1470-1286... more Page 1. Teaching Education Vol. 19, No. 2, June 2008, 123136 ISSN 1047-6210 print/ISSN 1470-1286 online © 2008 School of Education, The University of Queensland DOI: 10.1080/10476210802040781 http://www.informaworld.com ...
Journal of Literacy Research, 2000
If we in teacher education want emerging teachers to inquire into the complexities of authority a... more If we in teacher education want emerging teachers to inquire into the complexities of authority and to reimagine how it might operate in schools, then we need firsthand experience troubling it in our own classrooms. To this end, we -three reading education professors -problematized our classroom authority as we sought to enact critical inquiries with preservice teachers. In this qualitative study, our contention is that preservice teachers, in addition to eventually having to manage curriculum, must also face the reality of having to function as authority figures while still maintaining a classroom conducive to meaning making. However, in order to interrupt their traditional images of teacher as authority figure, they need to experience contrasting images. This article provides three lenses through which to explore how authority can be reimagined in critical-inquiry reading education courses.
Journal of Adolescent & Adult Literacy, 2007
The bell rings. Some late arrivals scram-ble for the door, but at least one con-tinues his slow a... more The bell rings. Some late arrivals scram-ble for the door, but at least one con-tinues his slow amble down the high school corridor. In a scurry of squeaks, the teacher finishes writing the title of To Kill a Mockingbird on the white board. Pointing to a pile of paperbacks on her desk, ...
Journal of Adolescent & Adult Literacy, 2012
The Sixth International Conference on Self-Study of Teacher Education Practices, Jul 30, 2006
This collaborative self-study took place in two universities in the United States. During the spr... more This collaborative self-study took place in two universities in the United States. During the spring semester of 2005, Fecho worked on issues in literacy with middle school preservice teachers at the University of Georgia, a large research university in the Southeast. Lassonde, taught issues in literacy with elementary preservice teachers at SUNY College at Oneonta, a small teaching university in the Northeast. Fecho and Lassonde formed a research collaborative along with graduate students Mallozzi, Mazaros, and McLean. We ...
Qualitative Research, 2017
In this article we introduce tension as a means for qualitative data analysis based on Mikhail Ba... more In this article we introduce tension as a means for qualitative data analysis based on Mikhail Bakhtin’s dialogical theory. We first explain the foundations of Bakhtin’s theory and show the inevitability of tension in our lives and qualitative data analysis. We then offer a review of how Bakhtin’s notion of tension has manifested itself in qualitative research, which prompts us to establish a tensional approach to qualitative data analysis. Finally, we outline our framework for a tensional approach to data analysis and illustrate examples of putting this approach into practice in our own study. Our tensional approach (1) explores key moments of tension; (2) seeks out unease and discomfort; (3) involves researcher and research participants in ongoing dialogue; (4) and embraces multiple perspectives on a range of tensions during the data analysis process. It encourages uncertainties and questions instead of pursuing certainty of meaning and fixed conclusions.