16.2945, Review: Applied Ling/Lang Education: Flood et al. (2005)

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LINGUIST List: Vol-16-2945. Wed Oct 12 2005. ISSN: 1068 - 4875.

Subject: 16.2945, Review: Applied Ling/Lang Education: Flood et al. (2005)

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1)
Date: 10-Oct-2005
From: Jeffrey Brown < jsbrown at bledsoe.net >
Subject: Methods of Research on Teaching the English Language Arts 

	
-------------------------Message 1 ---------------------------------- 
Date: Wed, 12 Oct 2005 00:39:54
From: Jeffrey Brown < jsbrown at bledsoe.net >
Subject: Methods of Research on Teaching the English Language Arts 
 

EDITORS: Flood, James; Lapp, Diane; Squire, James R.; Jensen, Julie
TITLE: Methods of Research on Teaching the English Language Arts 
SUBTITLE: The Methodology Chapters from the Handbook of 
Research on Teaching the English Language Arts, 2nd ed. 
PUBLISHER: Lawrence Erlbaum Associates
YEAR: 2005
Announced at http://linguistlist.org/issues/16/16-2096.html 

Jeffrey S. Brown, Department of Curriculum & Instruction, Tennessee 
Tech University

INTRODUCTION

The editors have selected eleven chapters that originally appeared in 
Part II of the "Handbook of Research on Teaching the English 
Language Arts, Second Edition" by Flood, et al., 2003.  Each of the 
eleven chapters offer distinctly different approaches used in 
researching pedagogy and practices in teaching English language 
arts.

The intent of this text is given in the preface by Flood, et al. who 
noted, "The eleven chapters in this volume provide insight and 
knowledge about the ways to conduct effective research using 
existing methodological paradigms, and introduces 'new' ways of 
thinking about appropriate ways to conduct and represent findings 
from research" (p. viii).

Chapter 1 -- Understanding Research on Teaching the English 
Language Arts: An Introduction for Teachers
In this introductory chapter, Sandra Stotsky and Cindy Mall provide an 
introduction that sets the tone for the remainder of the text by 
discussing the purposes for academic research, by exploring the 
meaning of research as it relates to teaching the English language 
arts, and by providing an excellent description of each of the basic 
modes of inquiry, which include conceptual inquiry, empirical research, 
qualitative methods, and quantitative methods.  Moreover, the authors 
discuss relationships between academic and classroom inquiry, as 
well as the usefulness of research findings in the classroom setting.

Chapter 2 -- Teacher Professionalism and the Rise of "Multiple 
Literacies": How to Describe Our Specialized Knowledge?
DiPardo provides intuitive insights into the world of teacher 
professionalism and the specialized knowledge utilized by teachers.  
She further notes that there is a gulf between theoretical research and 
classroom application as evidenced by her notation that, "The 
perceived split -- between knowing a field of study and knowing how 
to teach -- is as enduring as it is unfortunate..."  (p. 26).  DiPardo 
argues that a disparity exists between theoretical understanding of 
literacy and the ability to vocalize that understanding to the community 
at large.

Chapter 3 -- The Design of Empirical Research
In this chapter, Calfee and Chambliss discuss how empirical research 
can be designed for use in the English language arts.  The authors 
have provided excellent discussion and elaboration of research 
related practices that range from framing a research question to data 
analysis and interpretation.

Chapter 4 -- What Longitudinal Studies Say About Literacy 
Development - What Literacy Development Says About Longitudinal 
Studies 
In this chapter, Tierney and Sheehy argue that longitudinal studies are 
critical in the understanding of literacy development.  They note that 
longitudinal studies will provide literacy researchers with a more 
salient picture of learners as they progress in ability and age.  Tierney 
and Sheehy further note that not even longitudinal research is without 
difficulty when it comes to arriving at logical findings.  Yet, longitudinal 
studies do provide researchers with an invaluable tool that will allow 
them to obtain a clearer picture of literacy development over a given 
time period.

Chapter 5 -- Case Studies: Placing Literacy Phenomena within Their 
Actual Context 
In this chapter, Birnbaum, Emig, and Fisher argue that while 
traditional, quantitative approaches are acceptable in literacy 
research, it is also important to consider qualitative approaches such 
as the case study.  The authors discuss current methodologies used 
in case study research, provide a history of case study research, and 
suggest potential new directions for research.

Chapter 6 -- Ethnography as a Logic of Inquiry
Green, Dixon, and Zaharlick provide an excellent discussion for 
understanding the use of ethnography as a tool for inquiry in 
education.  The authors note many potential benefits, as well as 
possible problems that can arise out of an ethnographic study.

Chapter 7 -- Teacher Researcher Projects: From the Elementary 
School Teacher's Perspective 
In this chapter, Burton and Seidl note that traditional lines of 
educational research inquiry have neglected to consider the, "rich 
complexity of classroom life as children and adults experience it" (p. 
195).  In response to this traditional approach to research, the authors 
discuss the recent trends of regular classroom teachers in becoming 
active classroom researchers.

Chapter 8 -- Teacher Inquiry into Literacy, Social Justice, and Power
In this chapter, Fecho and Allen argue against the perceived idea that 
the regular classroom provides something other than a "real world" 
environment.  In order to gain deeper understanding of the 
implications of power, equity, and social justice in relation to literacy, 
the authors advocate the use of teacher inquiry.

Chapter 9 -- Synthesis Research in Language Arts Instruction 
In this chapter, Smith and Klein discuss the importance of research 
summaries and syntheses of research because of their immense 
potential contribution to the research community at large.  The authors 
define synthesis research and offer suggestions for evaluating the 
synthesis paper.

Chapter 10 -- Fictive Representation: An Alternative Method for 
Reporting Research 
In this chapter, Alvermann and Hruby began with the point that "... 
research reports do not have to be boring to read, or for that matter, 
to write" (p. 273).  While the point made by these authors is no doubt 
valid, it is important to consider that the jargon used in writing 
technical reports and research results is, perhaps, necessary in order 
to ensure the ability of those reading the study to replicate and 
understand the research findings.

Chapter 11 -- Contemporary Methodological Issues and Future 
Directions in Research on the Teaching of English 
In this concluding chapter, Wittrock discusses the importance of 
research in relation to teaching practices, research practices, and the 
role of the learner in the English language arts classroom.

CRITIQUE

Researching the act of teaching in the English language arts is a 
dynamic, ongoing process.  As socioeconomic and cultural demands 
placed on our students change, concomitant changes in research 
methodologies also must be considered.  Accordingly, this text 
provides vivid, useful descriptions of the various research 
methodologies that might be employed in assessing the present-day 
dynamics endemic to the English language arts classroom.  Moreover, 
the text is written with such clarity that it is accessible by classroom 
teachers with little background in research methodology, an essential 
point to consider if one is to propagate the idea of "teacher as 
researcher" in the classroom.

It is apparent that the editors have accomplished their goal as set out 
in the introduction to this review.  However, there is one chapter, 
which begs clarification.  The chapter on Fictive Representation 
appears to advocate setting aside standard research protocol in favor 
of fiction mixed with research.  Questions regarding the legitimacy of 
this approach will plague this reviewer's thoughts for years to come. 

ABOUT THE REVIEWER

Jeffrey S. Brown is a doctoral student at Tennessee Technological 
University with interests in literacy, linguistics, and cognitive 
psychology.  In addition, he is also a reading specialist in the Bledsoe 
County school system.





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