Susan Lytle | University of Pennsylvania (original) (raw)
Papers by Susan Lytle
Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy, 1993
Journal of Teacher Education, Mar 1, 1992
There are no monolithic solutions to the complex and often unique problems of understanding and r... more There are no monolithic solutions to the complex and often unique problems of understanding and responding to the increasing cultural diversity in schools and classrooms in the United States. Preservice and in service teacher education programs need processes that prompt teachers and teacher educators to raise questions about issues of race, class, and ethnicity and to develop courses of action that are valid for particular communities. Teacher research has been proposed as one powerful process toward this end. Drawing on examples from preservice and in service teacher education projects in urban Philadelphia, we suggest that teachers can use research in work with other teachers and teacher educators to examine what they think they already know about race, class, and ethnicity, what they see when they observe their own students as learners, and what they choose to do about the disparities that often exist in their classrooms, schools, and communities.
In Inquiry as Stance: Practitioner Research for the Next Generation, the sequel to Inside/Outside... more In Inquiry as Stance: Practitioner Research for the Next Generation, the sequel to Inside/Outside, the authors note that educators now find themselves teaching and learning in trying times (p. 5). Marked by test-based accountability, annual school progress reports, ...
Advances in knowledge acquisition, transfer and management book series, Jun 16, 2016
New Directions for Adult and Continuing Education, 1996
A staff development process can be based on reflection within the context of a learning community.
Harvard Educational Review, Dec 1, 1992
Routledge eBooks, Mar 28, 2023
Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy, 1993
Journal of Teacher Education, Mar 1, 1992
There are no monolithic solutions to the complex and often unique problems of understanding and r... more There are no monolithic solutions to the complex and often unique problems of understanding and responding to the increasing cultural diversity in schools and classrooms in the United States. Preservice and in service teacher education programs need processes that prompt teachers and teacher educators to raise questions about issues of race, class, and ethnicity and to develop courses of action that are valid for particular communities. Teacher research has been proposed as one powerful process toward this end. Drawing on examples from preservice and in service teacher education projects in urban Philadelphia, we suggest that teachers can use research in work with other teachers and teacher educators to examine what they think they already know about race, class, and ethnicity, what they see when they observe their own students as learners, and what they choose to do about the disparities that often exist in their classrooms, schools, and communities.
New Directions for Adult and Continuing Education, 1996
A staff development process can be based on reflection within the context of a learning community.
Harvard Educational Review, Dec 1, 1992
Routledge eBooks, Mar 28, 2023
... Educational action research: Becoming practically critical. Post a Comment. CONTRIBUTORS: ...... more ... Educational action research: Becoming practically critical. Post a Comment. CONTRIBUTORS: ... SUBJECT(S): Action research in education; Teachers; School management and organization; Case studies; Training of. DISCIPLINE: No discipline assigned. ...
Teachers College Record, Sep 1, 1990
Harvard Educational Review, Dec 1, 2006
Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy, 1993
Journal of Teacher Education, Mar 1, 1992
There are no monolithic solutions to the complex and often unique problems of understanding and r... more There are no monolithic solutions to the complex and often unique problems of understanding and responding to the increasing cultural diversity in schools and classrooms in the United States. Preservice and in service teacher education programs need processes that prompt teachers and teacher educators to raise questions about issues of race, class, and ethnicity and to develop courses of action that are valid for particular communities. Teacher research has been proposed as one powerful process toward this end. Drawing on examples from preservice and in service teacher education projects in urban Philadelphia, we suggest that teachers can use research in work with other teachers and teacher educators to examine what they think they already know about race, class, and ethnicity, what they see when they observe their own students as learners, and what they choose to do about the disparities that often exist in their classrooms, schools, and communities.
In Inquiry as Stance: Practitioner Research for the Next Generation, the sequel to Inside/Outside... more In Inquiry as Stance: Practitioner Research for the Next Generation, the sequel to Inside/Outside, the authors note that educators now find themselves teaching and learning in trying times (p. 5). Marked by test-based accountability, annual school progress reports, ...
Advances in knowledge acquisition, transfer and management book series, Jun 16, 2016
New Directions for Adult and Continuing Education, 1996
A staff development process can be based on reflection within the context of a learning community.
Harvard Educational Review, Dec 1, 1992
Routledge eBooks, Mar 28, 2023
Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy, 1993
Journal of Teacher Education, Mar 1, 1992
There are no monolithic solutions to the complex and often unique problems of understanding and r... more There are no monolithic solutions to the complex and often unique problems of understanding and responding to the increasing cultural diversity in schools and classrooms in the United States. Preservice and in service teacher education programs need processes that prompt teachers and teacher educators to raise questions about issues of race, class, and ethnicity and to develop courses of action that are valid for particular communities. Teacher research has been proposed as one powerful process toward this end. Drawing on examples from preservice and in service teacher education projects in urban Philadelphia, we suggest that teachers can use research in work with other teachers and teacher educators to examine what they think they already know about race, class, and ethnicity, what they see when they observe their own students as learners, and what they choose to do about the disparities that often exist in their classrooms, schools, and communities.
New Directions for Adult and Continuing Education, 1996
A staff development process can be based on reflection within the context of a learning community.
Harvard Educational Review, Dec 1, 1992
Routledge eBooks, Mar 28, 2023
... Educational action research: Becoming practically critical. Post a Comment. CONTRIBUTORS: ...... more ... Educational action research: Becoming practically critical. Post a Comment. CONTRIBUTORS: ... SUBJECT(S): Action research in education; Teachers; School management and organization; Case studies; Training of. DISCIPLINE: No discipline assigned. ...
Teachers College Record, Sep 1, 1990
Harvard Educational Review, Dec 1, 2006
Exploring Comprehension Style, 1982
This reproduction was made from a copy o f a document sent to us for m icrofilming. While the mos... more This reproduction was made from a copy o f a document sent to us for m icrofilming. While the mos. advanced technology has been used to photograph and reproduce this document, the quality o f the reproduction is heavily dependent upon the quality o f the material submitted. The following explanation o f techniques is provided to help clarify markings or notations which may appear on this reproduction.