Students Teaching, Teachers Learning
Students Teaching, Teachers Learning by N. Amanda Branscombe, published by Heinemann on July 6, 1992, is a comprehensive exploration of shared inquiry in educational settings. This 330-page book examines how collaboration between students and teachers transforms classroom dynamics, fostering more active learning experiences. The research projects presented span a variety of educational environments, from elementary schools to graduate programs, and include both rural and urban contexts, highlighting the impact of shared authority on authentic learning.
The book is divided into two sections: “Students Teaching” and “Teachers Learning.” In the first section, Branscombe investigates the empowerment that arises when students take on teaching roles, emphasizing the importance of negotiation and trust between students and teachers. The second section delves into how teachers evolve by listening to their students, addressing the complexities and contradictions that arise in this process. Each chapter is followed by responses from notable figures in education, which further enrich the dialogue and encourage readers to engage with the concepts presented. This edition offers valuable insights into teaching practices and the collaborative nature of learning.
Official synopsis Publisher
This book focuses on shared inquiry. The research projects detailed in these chapters show how classroom dynamics change and more active learning takes place for both teacher and student when collaboration is involved. The projects here range from elementary through graduate school in both rural and urban, public and private settings.
Section One, “Students Teaching,” raises questions about what happens when students and teachers share authority in and out of the classroom, empowering each other with the kind of authentic learning that can’t be measured on standardized tests. As students become more responsible for how as well as what they learn, a bond of negotiation and trust is formed with the teacher. Expertise is no longer the sole domain of the teacher, but is shared by all as student voices are not only encouraged but respected. The projects include an account of the emergent curriculum in an elementary school in Vermont, students as teachers in a foreign language class in Greece, students as co-researchers on a telecommunications project in Pittsburgh, community research in Kentucky, student-sustained discussion, cross-age tutoring, and a follow-up study ten years later of a former student co-researcher.
Section Two, “Teachers Learning,” focuses on teachers who have been changed by listening to their students. As in the first section, the roles of student and teacher are not easily defined. When teachers learn in these chapters, contradictions and problems are examined, not ignored. This is teacher research extended beyond the lonely office of the solitary instructor. The projects include a university school collaboration in urban Michigan, portfolio assessment, learning through talk in teacher preparation, and cross- visitation among teachers in the Philadelphia public schools.
Following each chapter are responses-from such influential figures as Mary K. Healy, Nancie Atwell, James Moffett and Shirley Brice Heath-that tell stories, raise questions, push the argument further, and carry on a conversation with the author that extends the dialogue to the reader as well.
FAQ
What is “Students Teaching, Teachers Learning” about?
Who is the author of “Students Teaching, Teachers Learning”?
When was “Students Teaching, Teachers Learning” published?
What is the ISBN for “Students Teaching, Teachers Learning”?
What are the book details (language, pages, edition)?
