This article discusses a study that utilized a practitioner research approach to professional learning (Cochran-Smith & Lytle, 2009) that used student-created digital photo stories combined with focused teacher conversations guided by the NOT-ICE Teacher Discussion Protocol (Author, 2016) to explore why classroom teachers sometimes fail to notice the gifts and talents of emergent bilinguals of Latin@ heritage. Six elementary teachers participated in six small-group, collaborative discussion sessions in which they acted as co-researchers. Findings illuminate the significance of the research design in providing an effective professional learning experience. Highlighted design elements include the importance of using visual media as a springboard for intentional, productive discussions as well as the significance of a purposeful, small-group arrangement that allowed for cross-grade-level collaboration focused on a relevant issue of shared concern. An alternate look at how schools might define data is also offered
Recommended CitationAllen, Jennifer K.. (2016). Practitioner Research: A “Refreshing Change” for Professional Learning. i.e.: inquiry in education: Vol. 8: Iss. 2, Article 4.
Retrieved from: https://digitalcommons.nl.edu/ie/vol8/iss2/4