Kim Foster, Kyle Jones, Nick Thompson – “From the Water Cooler to the Firehose: Teaching Our Way through an English Ed Doctorate”
From the Water Cooler to the Firehose:
Teaching Our Way through an English Ed Doctorate
Kim Foster, Kyle Jones, Nick Thompson – Doctoral Students at Kennesaw State University, GA, USA
MAY 17, 2015 - 8:00 pm, USA/New York Time Zone)
Please join the seminar by clicking on the link below within 90 minutes of the start of the seminar (Click here for technical support if needed)
As literacy educators, we have varying teaching experiences in our separate school buildings on a daily basis. Some of the interactions with our colleagues and administration are positive and engaging while others are stifling and lackluster. A short fourteen months ago, each of us chose to return to a doctoral program for various reasons, yet the common denominator was that we wanted more out of teaching than what we were experiencing. The first English class we had together, our professor frequently posited the phrase, “It’s like drinking from the firehose” to describe our sudden immersion into the field of literacy theory and research. Pursuing a research-based degree while continuing to practice as full-time educators has presented us with certain insights and tensions in both of these arenas. We hope that pursuing research makes us better teachers, likewise we think that teaching helps to inform our research, but sometimes they get in the way of each other. This discussion will focus on the pressures, the tensions, and–perhaps most importantly–the growth we have experienced as teacher-researches.
Meet Kim Foster, Kyle Jones, and Nick Thompson
Kim Foster is a second year doctorate student at Kennesaw State University, and she has been teaching English language arts for six years now. Her research interests are utilizing students’ funds of knowledge and cultural identities in the classroom and to explore how that informs and shapes their academic writing.
Kyle Jones is a second year doctorate student at Kennesaw State University, and he has been teaching English language arts for seven years now. His research interests encompass out-of-school and critical literacies as well as student identity and agency formation.
Nick Thompson is a second year doctorate student at Kennesaw State University, and he has been teaching English language arts for nine year. His research interests include student and teacher learning communities and collective intelligence.