Developing Engaged Readers in School and Home Communities

By Linda Baker; Peter Afflerbach et al. | Go to book overview

10
Perspectives for Literacy Research

James F. Baumann

University of Georgia

Deborah R. Dillon

Purdue University

Betty Shockley

Clarke County Schools, Athens, Georgia

Donna E. Alvermann

University of Georgia

David Reinking

University of Georgia

The editors of this volume asked us to present in this chapter a selective survey of perspectives for literacy research, and in particular, research approaches that have the potential to provide insight about the development of engaged readers and engaged teachers. Providing even a selective survey in a single chapter is no small feat, of course. Complete books have been written to synthesize educational research perspectives (e.g., Jaeger, 1988); large sections of research handbooks have been prepared that deal with methods of educational research (e.g., Part I of Wittrock, 1986); and full texts have been created that describe specific research methodologies (e.g., Campbell & Stanley, 1963; Eisenhart & Borko, 1993; LeCompte & Preissle, 1993). Hence, our treatment of research methods in this chapter is neither comprehensive nor detailed.

To help us decide what to feature and describe in this chapter, we took a look at ourselves and the sponsor of this book, the National Reading Research Center (NRRC). The NRRC was created with the belief that research in literacy education ought to be multidisciplinary and multimethodological. Thus, the NRRC consists of researchers whose backgrounds are from diverse fields within the mainstream of education (e.g., reading and language education, science education, educational psychology, ele-

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