Nancy L. McFarland
Florida State University

Abstract: In a very practical way, grammar is the foundation that speakers and writers rely on to communicate. The integration of grammar and writing instruction in classrooms is essential for building students’ awareness of the numerous ways in which they can use language. By teaching students how to use their words and their ideas to create writing for readers to enjoy, teachers encourage students to use their abilities freely. Through this teacher-researcher project, the question of how grammar and writing instruction assists or hinders students’ writing skills was studied. Based on interviews, a brief survey, and examples of students’ writing, it was found that the students wanted more practical assistance in writing and grammar. The implications for teaching grammar at the high school level are discussed.

Citation: McFarland, N. L. (1992). (6) “It comes out weird to me:” perspectives on grammar and writing. Florida Journal of Educational Research, 32(1), 52-59.

Download:  McFarland.321.pdf (1305 downloads )

Jane J. Leonard
Florida State University School

Abstract: Discipline in the 1990s presents a challenge for many classroom teachers. One solution arising from a teacher-researcher project involved creating a “working community” in a second grade class. Community officers, rules, consequences, and elections were incorporated and maintained by the students. Participation helped develop students’ responsibility for individual behavior, and concern for others flourished. Some of the most difficult community offenders were forced by their peers to re-examine their actions and be in charge of them. A new appreciation for “responsibility” evolved as the community concept led to new understandings for the students and the teacher. A difficult group of second graders became citizens who were in charge.

Citation: Leonard, J. J. (1992). Building classroom community in a second grade class. Florida Journal of Educational Research, 32(1), 34-40.

Download:  Leonard.321.pdf (1860 downloads )

Frances K. Kochan
Florida State University

Abstract: Coping with constant change requires that organizations create internal cooperative networking systems, implement joint decision-making, and transfer responsibility for solving problems to those working closest to them. In the school setting, this requires a change in the role and relationships among teachers, administrators, and students. Rather than being viewed as an authority figure, the administrator becomes part of a decision-making team that helps establish a vision and mission for the school. Teachers must become models who are themselves researchers capable of reflecting on practice and improving it based upon their reflection. This article examines how a teacher-researcher program fits into the reform and restructuring movement of today and presents practical information for the administrator in developing and implementing such an endeavor.

Citation: Kochan, F. K. (1992). Research and practice: an administrator’s view. Florida Journal of Educational Research, 32(1), 27-33.

Download:  Kochan.321.pdf (1910 downloads )

Karla Lynn Kelsay
Florida State University

Abstract: While educational reformers have recognized that teachers need to move beyond the compliant technician role to that of the reflective practitioner if schools are going to achieve their mission, implementation of that new role is not easily realized. This article offers insights into how teachers could be assisted in moving from being intellectually aware of theories that are unrelated to practice to being empowered to contribute to the knowledge base that shapes their professional growth. The informants for this study were teachers who participated in a “Teacher as Researcher” course at Florida State University, and teacher researchers at the Florida State University School. This article details what happens to teachers when they engage in questioning, hypothesizing, investigating, reflecting, and working cooperatively on research topics that have meaning to them in their own classroom settings.

Citation: Kelsay, K. L. (1992). Teacher as researcher: setting the stage for a new role. Florida Journal of Educational Research, 32(1), 16-26.

Download:  Kelsay.321.pdf (902 downloads )