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1 Introducing the Portfolio Group (1998-Present) |
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1 | (22) |
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Introducing the Schools and the Houston School Reform Context |
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3 | (3) |
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6 | (1) |
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Michaelann Kelley (Visual Arts Teacher, Eagle High School, Northside School District) |
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6 | (3) |
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Gayle Curtis (Reform Coordinator, Heights Community, Central School District) |
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9 | (2) |
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Tim Martindell (Literacy Teacher, Hardy Academy, Northside School District) |
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11 | (2) |
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Mike Perez (Science Teacher, Tumbleweed Middle School, Central School District) |
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13 | (3) |
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Cheryl Craig (Associate Professor and Grant Evaluator, Rice University) |
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16 | (2) |
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Concluding Thoughts, Satellite Members, and Appreciation |
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18 | (2) |
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20 | (3) |
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2 The Story Before the Story: The Pathway to Knowledge Communities and the Portfolio Group |
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23 | (26) |
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The Seeds of the Portfolio Group |
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24 | (2) |
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Bridging the Gap Between Theory and Practice |
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26 | (2) |
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Researching Teacher Professional Knowledge Landscapes |
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28 | (2) |
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Bringing the Work to Houston |
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30 | (6) |
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Setting the Context for School Reform |
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36 | (1) |
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Conflict Creates a New Model |
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37 | (1) |
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Teacher Voices Emerge in the New Reform Model |
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38 | (2) |
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Beginning Our Portfolio Group Journey |
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40 | (3) |
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43 | (6) |
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3 Evidencing School Reform Through School Portfolios (1998-2002) |
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49 | (28) |
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Context of Our School Reform Work |
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51 | (1) |
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51 | (1) |
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51 | (1) |
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The Portfolio Group Schools Context |
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52 | (3) |
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Coming Together as a Knowledge Community |
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55 | (1) |
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Formation of the School Portfolio Group |
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55 | (1) |
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56 | (2) |
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58 | (1) |
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Evidencing the School Reform Work |
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59 | (1) |
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60 | (1) |
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61 | (3) |
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Navigating the Opportunities and Challenges |
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64 | (1) |
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Opportunities---Portfolios as Reflective Tools |
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64 | (1) |
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Opportunities---Presentations by the Portfolio Group |
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65 | (2) |
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Opportunities---Epiphany Lecture Series |
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67 | (2) |
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Challenges---Doing Polished Work |
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69 | (1) |
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Challenges---Breadth Vs Depth |
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70 | (1) |
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Challenges---Bulkiness of the Portfolios |
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70 | (1) |
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Challenges---Protecting School Communities |
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71 | (1) |
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Challenges---Negotiating Boundaries |
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71 | (1) |
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Challenges---Intellectual Property |
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72 | (1) |
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73 | (1) |
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73 | (4) |
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4 Becoming and Sustaining Critical Friends (1998-Present) |
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77 | (16) |
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Historical Contexts of Critical Friends |
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78 | (1) |
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78 | (1) |
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79 | (2) |
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Learning to Be Critical Friends |
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81 | (3) |
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Evidence of Critical Friends Group® Work in Our Practice |
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84 | (1) |
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Exploring Our Critical Friends Group® Work |
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84 | (2) |
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Reflections on Our Critical Friend® Work |
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86 | (1) |
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Intersections and Interactions |
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86 | (1) |
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Extended Use of CFG® Repertoires |
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87 | (1) |
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Cultivating Reflective Practice and Critical Friendship |
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88 | (1) |
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Sustaining Critical Friendship |
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89 | (1) |
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90 | (3) |
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5 Becoming Teacher Researchers (2004--2009) |
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93 | (22) |
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Negotiating a New Commonplace of Experience |
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94 | (1) |
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Ongoing Collaborative Work |
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95 | (1) |
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Supporting One Another's School-Based Teacher Research |
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95 | (2) |
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Turning Back to Action Research |
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97 | (1) |
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97 | (5) |
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Making Teacher Research Public |
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102 | (1) |
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The Personal Side of Eagle's Action Research Teamwork |
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103 | (2) |
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Transformative Outcomes of the Teacher Research |
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105 | (1) |
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Exploring and Finding Clarity in Our Commonplace of Experience |
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106 | (1) |
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Tensions in Group Identity: Curriculum Implementers vs. Curriculum Makers |
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106 | (2) |
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Tensions in Navigating Rejection and Relationships |
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108 | (3) |
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111 | (1) |
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112 | (3) |
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6 Becoming Narrative Inquirers (2003--2013) |
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115 | (26) |
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Coming to Narrative Inquiry |
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116 | (1) |
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Our Historical Background with Narrative |
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116 | (2) |
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118 | (1) |
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Co-constructing Knowledge |
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119 | (2) |
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Journeys to Becoming Narrative Inquirers |
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121 | (1) |
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Overview of Dissertation Studies |
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121 | (3) |
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124 | (1) |
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Living Our Narrative Inquiries: Tensions and Treasures |
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125 | (7) |
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Getting Started in Narrative Inquiry |
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132 | (5) |
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137 | (1) |
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138 | (3) |
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7 Traveling Journals as Inquiry and Professional Development (2004--2006) |
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141 | (22) |
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Origin of the Traveling Journals Concept |
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143 | (5) |
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Traveling Journals Theme 1: Reflection |
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148 | (4) |
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Traveling Journals Theme 2: Collaborative Inquiry into Ideas and Tensions |
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152 | (4) |
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Traveling Journals Theme 3: Bumping into the Boundaries of Policy and Procedure |
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156 | (2) |
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Looking Backward, Imagining Forward |
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158 | (2) |
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160 | (3) |
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8 Engaging in Self-Study Research (2011--Present) |
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163 | (22) |
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165 | (1) |
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165 | (1) |
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Metaphor as a Provocation for Self-Study |
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166 | (2) |
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168 | (1) |
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Connecting Self-Study to Past Portfolio Work |
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169 | (1) |
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Connecting Self-Study to Narrative Inquiry |
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170 | (1) |
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Delving Deeper into the Metaphor |
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171 | (1) |
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Knowledge Carried Forward |
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172 | (1) |
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173 | (2) |
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Influence of Environments on Career Pathways and Identity |
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175 | (1) |
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Discovering a Previously Unnamed Theme |
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176 | (2) |
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Coming to the Self-Study Community |
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178 | (1) |
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179 | (2) |
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181 | (4) |
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9 Negotiating Career Pathway Challenges (1998--Present) |
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185 | (20) |
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Metaphor as a Tool to Understand Our Negotiation of Career Pathways |
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185 | (1) |
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The Dragon Gate and Other Metaphors |
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186 | (1) |
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Eastern Metaphor: Western Meaning |
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187 | (1) |
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The Shaping of Contexts and Situations on Career Trajectories |
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188 | (1) |
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Cheryl's Story: From a Story of Leaving to a Story of Beginning Again |
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189 | (1) |
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Tim's Story: Claiming One's Teacher Narrative Authority |
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190 | (2) |
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Gavle's Story: Opportunities, Obstacles, and Optimism |
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192 | (3) |
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Mike's Story---The Best-Loved Self |
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195 | (2) |
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Michaelann's Story---Learning to Lead Adults |
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197 | (2) |
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199 | (2) |
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201 | (2) |
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203 | (2) |
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10 Relationships, Cross-Pollination, and Extended Collaborations (2002--Present) |
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205 | (18) |
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207 | (1) |
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207 | (2) |
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209 | (1) |
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Cross-Pollination of Ideas |
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210 | (1) |
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211 | (2) |
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213 | (1) |
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214 | (1) |
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Collaborative Curriculum Development and Academic Sisters |
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215 | (1) |
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A Collage of Collaboration |
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216 | (2) |
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An Unexpected Collaboration |
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218 | (1) |
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219 | (4) |
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11 The Portfolio Group's Legacy |
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223 | (28) |
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Looking Back, Looking Forward |
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223 | (2) |
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Internal Sharing of Ideas |
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225 | (8) |
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Why We Stayed in the Portfolio Group |
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233 | (4) |
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237 | (6) |
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Best-Loved Part of the Portfolio Group Legacy |
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243 | (2) |
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245 | (2) |
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247 | (4) |
| Index |
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251 | |
