What is really happening when I teach? : A self-study in a secondary English classroom

As an educator in an urban school, determined to provide my students with the most effective teaching, I engaged in a self-study to examine my practices and evaluate effectiveness based on current research. I used Schulte\u27s (2002) framework to build my self-study. Her indicators of a quality self-study are: 1) thorough descriptions of the context, data collection, and analysis, 2) thoughtful problemization of researcher and her practice, 3) indications for how study changed researcher\u27s practice, and, 4) a description of how the new insights gained might contribute to knowledge base for other teachers