The Possibilities of Longitudinal Research: Lessons From a Teacher and a Researcher

Abstract

In this article, the author first presents an analysis based on field notes from when she was a first-grade teacher, with particular focus on one student, Christy. She then offers a longitudinal account of Christy from the author's current position as a university researcher. She argues that these two analyses reveal the power of longitudinal research to extend the ways we make sense of schooling, especially for children from communities that have been historically underserved.

Key words:

• case study
• longitudinal research
• reading/emerging literacy
• research and statistics
• teacher research

Additional information

Funding

Thank you to the Spencer Foundation for supporting the final phase of this project.