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Creating Collaborative Cultures for Educational Change
CAROL SUE ENGLERT
CAROL SUE ENGLERT, PhD, received her doctorate in special education from Indiana University, Bloomington. She is currently a professor in the College of Education at Michigan State University. Her research interests include literacy instruction, discourse processes, and teacher-researcher collaboration. Address: Carol Sue Englert, Michigan State University, College of Education, 334 Erickson Hall, East Lansing, MI 48824-1034.
KATHI L. TARRANT
KATHI L. TARRANT, MS, is receiving her doctorate in special education from Michigan State University, East Lansing. She is currently an instructor at Michigan State University. Her research interests include educational collaboration, teacher learning, and inclusion.
Teacher-researcher communities constitute an imporant forum for change in the educational reform movement. yet little is known about the construction of these communities in special education contexts. in the early literacy project, we found that the discourse inthe teacher-researcher community provided a public space in which participants constructed new literacy meanings. a more careful examination of the discourse revealed that talk related to six issues: theoretical principles, teaching practice, problem solving about difficulties related to curricular enactments, the effects of the literacy curriculum on students, case studies of particular children, and references to prior events in the community. further, talk about principles and teaching practice formed a tightly woven braid ofmeaning that came to represent common assumptions about ways-of-doing and ways-of-thinking about literacy.
Remedial and Special Education, Vol. 16, No. 6,
325-336 (1995)
DOI: 10.1177/074193259501600602
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