The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry / Edition 4 available in
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The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry / Edition 4
For three editions, teacher preparation and professional development providers have turned to this bestselling how-to guide for its authentic approach to teacher inquiry and how to harness it for the greatest transformational effect. In this edition, readers explore contemporary as well as enduring real-life examples of data-driven classrooms. Featuring helpful exercises and step-by-step instructions, this edition explores:• equity and social justice and the role inquiry plays in tackling it• professional practice doctoral programs as ripe context for inquiry• the role literature plays in teacher research
Nancy Fichtman Dana is currently professor of education in the School of Teaching and Learning at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her Ph D from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked extensively in supporting schools, districts and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including China, South Korea, Belgium, Portugal, The Netherlands, Slovenia, and Estonia. She has published ten books and over 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Dana has received many honors, including the Association of Teacher Educator’s Distinguished Research in Teacher Education Award and the National Staff Development Council (now Learning Forward) Book of the Year Award, both honoring Dana and Yendol-Hoppey’s work related to practitioner inquiry.
Diane Yendol-Hoppey is a professor of education and dean in the College of Education and Human Services at the University of North Florida. Prior to her appointment at the University of North Florida, she served as the associate dean of educator preparation and partnerships at the University of South Florida, director of the Benedum Collaborative at West Virginia University and taught for many years at the University of Florida where she was the evaluator of numerous district, state, and national professional development efforts. Before beginning her work in higher education, Diane spent 13 years as an elementary school teacher in Pennsylvania and Maryland. She holds a Ph D in curriculum and instruction from The Pennsylvania State University. Diane’s current work explores national and international research focusing on teacher education clinical practice, job-embedded professional learning, and teacher leadership. Diane received the AERA Division K Early Career Research Award for her ongoing commitment to researching innovative approaches to professional development. She has published six books and over 60 articles in professional journals.
PrefaceAbout This BookAcknowledgmentsAbout the AuthorsHow to Use the Inquiry BooksChapter 1. Teacher Inquiry Defined What Is Teacher Inquiry? What Is the Relationship Between Teacher Inquiry and Teacher Professional Growth? What Evidence Exists That Teacher Inquiry Is Worth Doing? How Is Teacher Inquiry Different From What I Already Do as a Reflective Teacher? Why Inquire? Inquiry as a Pathway to Equity What Are Some Contexts Ripe for Teacher Inquiry? How Does My Engaging in Teacher Inquiry Help Shape the Profession of Teaching?Chapter 2. The Start of Your Journey: Finding a Wondering Where Do I Begin? Where Do I Find My Wonderings and Questions? What Happens If I Still Cannot Locate My Wondering?Chapter 3. Learning With and From the Literature: The Importance of Reading Why Read? Where and How Do I Find Readings to Inform My Inquiry? A Few Words of Literature WisdomChapter 4. Learning With and From Your Colleagues: The Importance of Collaboration Why Is Collaboration So Important? What Are the Possibilities for How I Might Collaborate?Chapter 5. Developing a Research Plan: Making Inquiry a Part of Your Teaching Practice What Do Data Look Like, How Do I Collect Them, and How Do They Fit Into My Work as a Teacher? When Do I Collect Data and How Much Do I Collect?Chapter 6. Considering the Ethical Dimensions of Your Work as an Inquirer What Should I Consider When Thinking About Ethics in Relation to Practitioner Research? What Role Do School District Research Policies Play in the Inquiry Process? What Role Do University Institutional Review Boards Play in the Inquiry Process?Chapter 7. Finding Your Findings: Data Analysis What Is Formative Data Analysis? What Is Summative Data Analysis? What Might Summative Analysis of Qualitative Data Look Like?Chapter 8. Making Your Inquiry Public: Publishing and Presenting Why Is It Important to Share My Work With Others? How Do I Present My Work? How Do I Write About My Work? What Might My Writing Look Like?Chapter 9. Contributing to the Creation of More Equitable Schools and Classrooms: The Why of Inquiry Coming to View Inquiry as a Pathway to Equity: A Teacher Researcher’s Story (Mickey Mac Donald) Informing Thinking, Teaching, and Teacher Education: The Power of Equity-Focused Inquiry (Paige Bildstein, Mikhayla Kruse-Meek, Jillian Pohland, Nicole Snitkey, and Hilarie Welsh)Chapter 10. On Your Way: Becoming the Best Teacher and Researcher You Can Be What Is an Inquiry Stance? Why Is It Important to Assess the Quality of My Work? What Is the Difference Between Generalizability and Transferability? How Do I Go About Assessing Teacher Research Quality and Why Is It So Difficult to Do? What Are Some Quality Indicators for Teacher Research? What Are Some Ways to Enhance Inquiry Quality? Where Do I Go From Here?ReferencesIndex
