The Reflective Educator's Guide to Classroom Research; Learning to Teach and Teaching to Learn Through Practitioner Inquiry

by Dana, Nancy; Yendol-Hoppey, Diane

• ISBN13: 9780761946465
• ISBN10: 0761946462
• Format: Paperback
• Copyright: 2003-03-01
• Publisher: Corwin Pr
• More Book Details
• Purchase Benefits

Summary

"This book is an essential tool in the effort to construct teaching on a foundation of thought and care. Rejecting the simple, connect-the-dots view of teaching so prevalent today, Nancy Dana and Diane Yendol-Silva invite us into a world of teaching that is deeply intellectual and fundamentally ethical. They show us how to achieve this, offering practical, concrete steps any teacher or group of teachers can decide to take as they work to transform what they already do informally and privately into something intentional, systematic, and public." William Ayers, Senior University Scholar, Distinguished Professor of Education University of Illinois at Chicago "This thoughtful and well crafted guide to classroom research is, quite simply, the best book on the topic I have encountered. It is clearly written and jargon-free; it de-mystifies the process of discipline inquiry without sacrificing its complexity and power. I will use this volume in my graduate classes and recommend it to others." Lynne Miller, Professor of Educational Leadership University of Southern Maine "This book is both scholarly and practical, offering university and school-based researchers a comprehensive, theoretical, and practical foundation for teacher inquiry. Dana and Yendol-Silva have written a book that is a 'must have' for all those who are interested in bridging the gap between theory and practice." Frances Kochan, Interim Dean, College of Education Auburn University The how-to guide to educator research, from "Where Do I Begin?" to your published results! Educator research and classroom inquiry are the gold standard for how the most highly qualified, committed, and passionate educators construct their own knowledge about teaching, learning, content, curriculum, classroom practice, professional growth, and social justice. This how-to guide to classroom inquiry takes educators through the process step by step, from beginning to end, answering critical questions on developing the research plan, collecting the data, analyzing the data, writing the results, and publishing the results. This is sure to be an essential guide for teachers, teacher trainers, teacher educators, and professional development schools. The Reflective Educator's Guide to Classroom Research leads prospective and veteran educators alike on a journey that includes: Questioning teaching, learning, and school reform Sharing your questions, insights, and processes with other educators Researching through interviews, journals, and surveys Analyzing data and developing a write-up of your results Communicating your findings to the educational community

Table of Contents

Foreword	vii
Ann Lieberman
Preface	ix
About the Authors	xv
Teacher Inquiry Defined	1	(12)
What Is Teacher Inquiry?	2	(3)
What Is the Relationship Between Teacher Inquiry and Teacher Professional Growth?	5	(1)
How Is Teacher Inquiry Different From What I Already Do as a Reflective Teacher?	6	(1)
What Are Some Contexts That Are Ripe for Teacher Inquiry?	7	(3)
How Does My Engaging in Teacher Inquiry Help Shape the Profession of Teaching?	10	(3)
The Start of Your Journey: Finding a Wondering	13	(36)
Where Do I Begin?	13	(1)
Where Do I Find My Wonderings and Questions?	14	(31)
What Happens If I Still Cannot Locate My Wondering?	45	(4)
To Collaborate or Not to Collaborate: That Is the Question!	49	(14)
Why Is Collaboration So Important?	50	(3)
What Are the Possibilities for How I Might Collaborate?	53	(10)
Developing a Research Plan: Making Inquiry a Part of Your Teaching Practice	63	(26)
What Do Data Look Like, How Do I Collect Them, and How Do They Fit Into My Work as a Teacher?	63	(21)
When Do I Collect Data and How Much Do I Collect?	84	(5)
Finding Your Findings: Data Analysis	89	(18)
What Is Data Analysis and How Do I Get Started?	89	(6)
What Might Data Analysis Look Like?	95	(12)
Extending Your Learning: The Inquiry Write-Up	107	(32)
Why Should I Write?	108	(1)
What Might My Writing Look Like?	108	(31)
The End of Your Journey: Making Your Inquiry Public	139	(10)
Why Is It Important to Share My Work With Others?	139	(2)
What Are Some Ways I Might Share My Work?	141	(8)
References	149	(6)
Index	155