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`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

Action research, teacher research, teacher inquiry, and classroom inquiry are the well-known terms that define how the most highly qualified, committed, and passionate teachers construct their own knowledge about teaching, learning, content, curriculum, classroom practice, professional growth, and social justice. This how-to guide to classroom inquiry takes teachers through the process step by step, answering each critical question from "Where Do I Begin?" through 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

Tabla de contenidos provista por Syndetics

• Foreword
• Preface
• About the Authors
• Ch. 1 Teacher Inquiry Defined
• What Is Teacher Inquiry?
• What Is the Relationship Between Teacher Inquiry and Teacher Professional Growth?
• How Is Teacher Inquiry Different From What I Already Do as a Reflective Teacher?
• What Are Some Contexts That Are Ripe for Teacher Inquiry?
• How Does My Engaging in Teacher Inquiry Help Shape the Profession of Teaching?
• Ch. 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?
• Ch. 3 To Collaborate or Not to Collaborate: That Is the Question!
• Why Is Collaboration So Important?
• What Are the Possibilities for How I Might Collaborate?
• Ch. 4 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?
• Ch. 5 Finding Your Findings: Data Analysis
• What Is Data Analysis and How Do I Get Started?
• What Migh Data Analysis Look Like?
• Ch. 6 Extending Your Learning: The Inquiry Write-Up
• Why Should I Write?
• What Might My Writing Look Like?
• Ch. 7 The End of Your Journey: Making Your Inquiry Public
• Why Is It Important to Share My Work With Others?
• What Are Some Ways I Might Share My Work?
• References
• Index

Notas de autor provistas por Syndetics

Nancy Fichtman Dana is professor of education and distinguished teaching scholar 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 PhD 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 Belgium, the Netherlands, China, South Korea, Estonia, Slovenia, Spain, and Portugal . She has published 12 books and more than 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 for her teaching, research, and writing. Among them are the Association of Teacher Educators Mentoring and Distinguished Research in Teacher Education awards, the Carnegie Project on the Education Doctorate''s David G. Imig Distinguished Service Award, the National Staff Development Council (now Learning Forward) Book of the Year Award, and was one of three finalist in Baylor University''s prestigious Robert Foster Cherry Award for Great Teaching 2020 competition . Before joining the faculty at University of Florida in 2003, she worked at The Pennsylvania State University for 11 years, creating and launching their award-winning inquiry-based Professional Development School program with the State College Area School District. At the University of Florida, she worked to embed inquiry as a signature pedagogy into the undergraduate teacher education program, as well as developed and taught three popular classes on inquiry at the master''s and doctoral levels. In partnership with the Lastinger Center for Learning, Dana led the development and implementation of inquiry-based professional development for teachers across the state that included several of the nation''s largest school districts. Further, she was instrumental in the development of UF''s Teacher Leadership for School Improvement Program and Professional Practice Doctorate in Teachers, Schools, and Society, both national award winning programs that highlight inquiry as a signature program feature and have been recognized by U.S. News & World Report as the #1 Online Graduate Education Programs in the nation.

Diane Yendol-Hoppey is professor of teacher education in the College of Education and Human Services at the University of North Florida. She has served as dean, associate dean of educator preparation and partnerships, department chair, and center director. She 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, Yendol-Hoppey spent 13 years as an elementary school teacher in Pennsylvania and Maryland. She holds a PhD in curriculum and instruction from The Pennsylvania State University. Yendol-Hoppey''s current work explores national and international research focusing on teacher education clinical practice, job-embedded professional learning, and teacher leadership. Yendol-Hoppey has received the AERA Division K Early Career Research Award and the ATE Distinguished Teacher Educator Award for her ongoing commitment to researching innovative approaches to teacher learning. She has published six books, more than 60 articles in professional journals, and secured 20 million in external funding to support teacher learning.