This article presents Bourdieu's theory of practice as a tool for exploring school students' technology practice in empirical research. The authors provide educational technology researchers with an accessible introduction to the theory of practice. They then detail the conceptual, methodological and analytic application of the theory of practice…

A recent meta-analysis of the effect of financial literacy and financial education on downstream financial behaviors has shown a weak collective impact of the work of financial education. While the findings are not stellar, they do not support a dismantling of financial education programs and funding. This paper examines the findings of the…

As educators encounter a policy landscape where increasingly the education lexicon includes keywords such as data, evidence, quality, and standards, it is interesting to revisit Garth Boomer's contribution regarding teachers as researchers. In "Fair Dinkum Teaching and Learning," Boomer (1985) clearly named at least two key problems that…

In this article, a beginning teacher, experienced teacher, and teacher educator reflect upon their experiences with qualitative self-studies of language and literacy in teacher education courses. The goal of these course projects was to introduce teachers to sociocultural theories, qualitative research, and "new" literacies. Sharing…

This case study of a senior teacher in an Australian high school describes the story of her professional transformation through involvement in the Learning by Design milieu. In so doing, it demonstrates how a pedagogical intervention under particular conditions can transform the learning of students and lead to deep learning. This article…

The overall segregationist milieu of the educational enterprise serves to forestall movement in the search of a comprehensive theory of literacy and literacy instruction. Building such a theory mandates a democratically disposed, pluralistic research community. Sociologically, the theory-to-practice norm sustains an artificial hierarchy within the…

This paper explores the way teachers make use of and work on theory to disrupt and ultimately improve everyday educational practice. The paper argues that teachers working on and with theory can and do generate new forms of educative practices in the field of literacy education, which are based on explicit standpoints towards social justice in…

This bilingual exploration of program-based research discusses research in the everyday life of literacy programs and is also an account of one practitioner's personal experience. The first part explains the concept of program-based research. The second part reports on the relative lack of research in this area and gives a brief analysis of the…

A conceptual framework is presented for organizing and relating terms pertaining to select knowledge constructs. In constructing this framework, definitions are derived for 27 basic terms essential for understanding literature on learning and literacy. Implications of this terminology for research and instructional practice are discussed. (SLD)

This monograph addresses the challenge of improving literacy learning for all children, especially those in language-minority classrooms. The monograph introduces some of these classrooms in detail, examining and describing their literacy practices and setting forth some of the principles of learning and language that underlie them. It is the…

This article examines the community of practice model as a framework for integrating educational research and practice. In addition to defining communities of practice and reflective practice, it describes two researcher-teacher partnerships and offers suggestions for transforming traditional methods of conducting research on educational practice.…

The first SERVE Regional Forum on School Improvement brought together 300 educators from Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina. These proceedings include: introductory information on SERVE, an introduction to the forum, the forum agenda, comments from participants, summaries of the keynote presentations, and…

The main objective of this self-study is to reflect and document the development of our own praxis by using teacher research in our teacher education courses. By praxis we mean an ongoing interdependent process in which reflection, including theoretical analysis, enlightens action, and in turn the transformed action changes our understanding of…

The "No Child Left Behind Act" of 2001 crystallized the concern for accountability in education. National testing was mandated as a way to improve the "broken" educational system. Publicly funded early education programs were not spared from such testing. While the positive effects of high-quality early education on children's…