Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iAU1mFF03211; Mon, 29 Nov 2004 20:48:15 -0500 (EST) Date: Mon, 29 Nov 2004 20:48:15 -0500 (EST) Message-Id: <1101779172.41abd0e417c17@mail.msln.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: Bonnie Fortini <bfortini@mmhs.u102.k12.me.us> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1781] Re: conecting research and practice X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=ISO-8859-1 Status: O Content-Length: 718 Lines: 13 Heidi Wrigley's response to this question took me right back to my involvement as a practitioner researcher in the Adult Multiple Intelligences project from NELRC and Project Zero. We were directly connecting our research and practice in what became for many of us an ongoing, never ending circle. Whether there was a particular question we were investigating, or the more general (and underlying/overriding one)"how can I be a better teacher," many of us integrated reflective research, observation, documentation, demonstration, discussions and so on into our practice. The mindset involved in practitioner research serves us well in many roles. Bonnie Fortini Machias Adult & Community Education Machias, Maine
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