The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry / Edition 2

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Overview

Harness the power of classroom data with the bestselling, updated guide to professional learning through inquiry and analysis.

In this third edition of the renowned approach to teacher inquiry and data analysis, the authors add forward-thinking substance to their methods of formulating action research questions, collecting and analyzing data, and creating lasting solutions.

In addition to illustrative real-life examples and practical exercises, new features include:

  • An expanded data analysis chapter that introduces formative data analysis and its role in teacher research.
  • Techniques for using inquiry to effectively implement Common Core State Standards.
  • A brand-new chapter on ethical issues in teacher research.

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Editorial Reviews

Jo Beth Allen
"Like all illuminating teacher inquiry, this book asks relevant and intriguing questions, the very questions teacher researchers ask most often. The authors offer a step-by-step guide to answering those questions, deeply grounded in the work of elementary, middle, and high school teacher researchers. "
Kevin J. Berry
"Whether you are a preservice, beginning, or veteran teacher or teacher educator, this is the perfect resource for deepening your understanding of teacher inquiry. "
Gail V. Ritchie
"Makes classroom-based research understandable and doable as an integral part of teaching. From finding a wondering to developing a research plan to data analysis and sharing findings, the authors support teacher researchers at all levels of experience. "
JoBeth Allen
"Like all illuminating teacher inquiry, this book asks relevant and intriguing questions, the very questions teacher researchers ask most often. The authors offer a step-by-step guide to answering those questions, deeply grounded in the work of elementary, middle, and high school teacher researchers."
Emily Bonner
"The Reflective Educator’s Guide to Classroom Research is the best step-by-step (but non-prescriptive) action research guide I have come across. This book guides teachers to ask important questions about their own teaching while empowering them to affect change through teacher inquiry. The authors engage the reader in thought-provoking exercises through which an action research project is designed – a great guide through a truly transformative process. "
Rita Hagevik
"This book is a practical step-by-step guide to get you started on a journey of investigating your own practice. The exercises and examples will carry you through the process of inquiry and support and guide you along the way to a successful ending. "
Virginia Harder
"This text provides teachers with easy to follow steps to conducting their own teacher inquiry. The authors provide examples throughout the chapters that illustrate the steps and their explanations. Teacher inquiry has the potential to be a powerful change agent in education. This text empowers teachers to become classroom researchers. "
William Ayers

“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 Fichtman Dana and Diane Yendol-Hoppey 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 take as they work to transform what they already do informally and privately into something intentional, systematic, and public.”

John McIntyre

"The Reflective Teacher's Guide to Classroom Research is a refreshing text that provides the tools for both novice and experienced teachers to evolve from mere technicians to reflective, inquiry-oriented professionals. It views teaching as a transformative, exciting venture and should be required reading in all teacher education programs."

Ann Lieberman
"Building on the awareness that teachers have an enormous amount of knowledge that they have accumulated through their years of teaching, the authors show how this knowledge can be mined by teachers studying their own practice, making visible the complexities of teaching. Readers of this book experience not only what it is like to do classroom research, but perhaps as important, gain an understanding of how teachers can become scholars of their own practice. "
Lynne Miller
"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. "
Frances Kochan
"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. "
Betty Lou Whitford
"Authentic and practical, this book demystifies classroom research without making inquiry overly simplistic. Loaded with examples from actual inquiries and drawn from experience working with hundreds of teacher researchers, the authors' advice is refreshingly jargon free and clearly explained. "
John Mc Intyre
"The Reflective Teacher's Guide to Classroom Research is a refreshing text that provides the tools for both novice and experienced teachers to evolve from mere technicians to reflective, inquiry-oriented professionals. It views teaching as a transformative, exciting venture and should be required reading in all teacher education programs. "
From the Foreword by Ann Lieberman
"Building on the awareness that teachers have an enormous amount of knowledge that they have accumulated through their years of teaching, the authors show how this knowledge can be mined by teachers studying their own practice, making visible the complexities of teaching. Readers of this book experience not only what it is like to do classroom research, but perhaps as important, gain an understanding of how teachers can become scholars of their own practice. "
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Product Details

  • ISBN-13: 9781412966573
  • Publisher: SAGE Publications
  • Publication date: 8/1/2008
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 240
  • Sales rank: 275,932
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.80 (d)

Meet the Author

Nancy Fichtman Dana is currently Professor of Education in the School of Teaching and Learning at the University of Florida, Gainesville, and has been studying practitioner inquiry for the last twenty years. During this time, she has developed and taught classes on practitioner research for undergraduate, masters, and doctoral students, coached the practitioner research of numerous educators from various districts across the nation, as well as published nine books and over 50 book chapters and articles in professional journals focused on teacher and principal professional development and practitioner inquiry.

Diane Yendol-Hoppey is the Director of the Benedum Collaborative and a Professor of Education at West Virginia University. The Benedum Collaborative is one of the oldest school/university partnerships in the nation. Diane spent the first thirteen years of her career in education teaching in Pennsylvania and Maryland. In her work at Penn State, the University of Florida, and West Virginia University, Diane focuses on job-embedded teacher professional development and the cultivation of teacher leadership. Her research explores how powerful vehicles for teacher professional development including teacher inquiry, professional learning communities, and coaching/mentoring can support school improvement. She has authored numerous studies which have appeared in such journals as Teachers College Record and Journal of Teacher Education. She is coauthor (with Nancy Fichtman Dana) of three books, The Reflective Educator’s Guide to Classroom Research: Learning to Teach and Teaching to Learn through Practitioner Inquiry, The Reflective Educator’s Guide to Professional Development: Coaching Inquiry-Oriented Learning Communities and The Reflective Educator’s Guide to Mentoring: Strengthening Practice through Knowledge, Story, and Metaphor, all from Corwin Press.

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Table of Contents

Foreword
Preface
About the Authors
1 Teacher Inquiry Defined 1
2 The Start of Your Journey: Finding a Wondering 13
3 To Collaborate or Not to Collaborate: That Is the Question! 49
4 Developing a Research Plan: Making Inquiry a Part of Your Teaching Practice 63
5 Finding Your Findings: Data Analysis 89
6 Extending Your Learning: The Inquiry Write-Up 107
7 The End of Your Journey: Making Your Inquiry Public 139
References 149
Index 155
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