A university-school collaborative, responding to the many challenges of urban educators, including high-stakes testing, invited the authors to improve literacy instruction. The authors chronicle their initials steps of this action research. Their lesson before prying into the teaching and learning lives of the stakeholders of the learning community indicated that the teachers a) used professional vocabulary that often conflicted with classroom practices, b) expressed interest in improving instruction, and c) highly value their students.
Williams, N. L., & Morton, M. L. (2002). A Lesson Before Prying: Invitation to Inquiry within a Collaborative Community of Literacy Educators. Reading Horizons, 42 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol42/iss4/2