Studying teachers

I spent much of the past three days putting together a proposal for the major conference on education. In documenting teacher work, I based my argument on the notion that the only way to explain how it feels to teach is to actually teach.

Today I got the link for the new TCRecord and the lead article was a statistical analysis of survey data taken from thousands of teachers. I just can’t help but feel that no matter how clever the survey author, and no matter how clever the analyst, you miss something by not talking to teachers directly.

Similarly, the summer issue of the HER features some great articles gathered under the heading of VIS (voices inside schools). Wonderful — the words and thoughts of students, counselors, and teachers ! Maybe in four years we’ll see another edition that embraces a similar approach.

I suppose it’s just my own wariness regarding how certain kinds of “research” are perceived and my fears that now matter how rigorous and theoretically grounded, the kids of teacher research that I think actually helps folks in the field will continue to be forced underground.

AERA abstract

Submitted tonight; damn APA guidelines with their parenthetical citations.

The “We” Problem: Patriotism, Democracy, and Teaching American History in an Urban, Comprehensive High School

This paper explores notions of patriotism as they emerge over the course of an academic year in an American history course offered in a high-school class composed of working class teenagers of color. The teacher/researcher will document the process as the students grapple with their coursework, coursework framed by an inquiry into the origins and trajectory of democracy in the United States. The end project seeks to illuminate both effective social studies practice and the power of history to enhance student analysis and foster student activism, particularly in a setting where few other resources exist.