Buch, Englisch, 336 Seiten, Format (B × H): 175 mm x 231 mm, Gewicht: 544 g
Buch, Englisch, 336 Seiten, Format (B × H): 175 mm x 231 mm, Gewicht: 544 g
ISBN: 978-1-118-58873-4
Verlag: Wiley
Teacher inquiry helps improve educational outcomes
Practitioner Teacher Inquiry and Research explores the concept and importance of the teacher practitioner, and prepares students in teacher education courses and programs to conduct research in the classroom. Author Carolyn Babione has extensive experience in undergraduate- and graduate-level teacher training and teacher inquiry coursework. In the book, Babione guides students through the background, theory, and strategy required to successfully conduct classroom research. The first part of the book tackles the "how-to" and "why" of teacher inquiry, while the second part provides students with real-life practitioner inquiry research projects across a range of school settings, content areas, and teaching strategies. The book's discussion includes topics such as:
- Underlying cultural and historical perspectives surrounding the teaching profession
- Hidden stereotypes that limit teacher beliefs about power and voice
- Current curriculum innovation and reflections on modern developments
Practitioner Teacher Inquiry and Research successfully guides and encourages budding teachers to fully understand the importance of their involvement in studying and researching their classroom settings, giving a better understanding of how their beliefs and teaching practices impact classroom learning.
Autoren/Hrsg.
Weitere Infos & Material
List of Tables, Figures, and Exhibits vii
Preface ix
Acknowledgments xix
The Author xx
The Contributors xxi
Part 1: Perspectives, Strategies, and Methodologies 1
Chapter 1 Developing a Concept of Practitioner Teacher Inquiry 3
How to Define Research 3
Complexities for Developing Inquiry Identity 10
Summary 19
Discussion Questions 21
Chapter 2 School Change and Teacher Inquiry Identity 29
Postmodern Schooling 29
Crafting Inquiry Possibilities for Improving Schools 37
Summary 46
Discussion Questions 49
Chapter 3 Inquiry Communities for Learning and Change 55
Educators as Inquirers 55
Collaborative Youth Inquiry 61
Inquiry Action Studies 66
Summary 74
Discussion Questions 75
Chapter 4 Where We Begin Practitioner Teacher Inquiry 81
Finding a Focus 82
Seeking Expertise from Others 91
Summary 99
Discussion Questions 100
Chapter 5 Guidelines for Collecting Data 107
Ethical Issues, Choices, and Challenges 107
Data Collection 119
Summary 132
Discussion Questions 133
Chapter 6 Analyzing, Interpreting, and Managing Inquiry Study 139
Data Analysis and Interpretation 139
Managing the Study 150
Summary 162
Discussion Questions 163
Chapter 7 Sharing and Changing School Culture 167
Communicating New Knowledge and Understandings 167
Collective Thinking and Decision Making 183
Summary 191
Discussion Questions 193
Part 2: Teacher Inquiry into Practice 199
Chapter 8 Blogging in the LA Classroom: How Do We Do It Better? 201
Kathy Anderkin
Context 201
School and Community Description 202
Problem Statement 203
Literature Review 204
Design 204
Data Analysis 207
Conclusion 209
Discussion Questions 210
Chapter 9 Struggles and Successes of Problem-Based Learning 213
Angela Durbin Page
Problem Statement 213
Theoretical Framework 215
Study Overview 218
Effective Strategies for Project-Based Learning Experiences 220
Conclusion 222
Discussion Questions 222
Chapter 10 Teaching Social Skills with Picture Books 225
Brandon La Mar
Problem Statement 226
Literature Review 227
Design 229
Data Analysis 233
Conclusion 235
Discussion Questions 236
Chapter 11 Increasing Readership of Online Student Publications 239
James E Lang
Context 239
Description of Study 240
Assessment and Analysis 243
Conclusion 246
Discussion Questions 247
Chapter 12 One-to-One iPad Initiative Review 249
Mark Lorence
Problem Statement 249
Literature Review 250
Research Design 254
Data Analysis 255
Conclusion 260
Discussion Questions 264
Chapter 13 The Vegas Effect: A Personal Reflection on the Obstacles to Doing Education Research 265
Melissa Rhinehart
Obstacle Set 1 265
Obstacle Set 2 266
Research Aspirations 266
Obstacle Set 3 267
Conclusion 268
Discussion Questions 270
Chapter 14 Transferring Oral Phonemic Skills to Written Form 271
Resjohna Tomblin
Problem Statement 271
Literature Review 272
Research Design 275
Data Analysis 277
Conclusion 279
Discussion Questions 282
Chapter 15 Connecting Socially Through a Morning Meeting Approach 283
Kayce Ware
Context 283
Conducting the Study 286
Findings and Results 287
Conclusion 291
Discussion Questions 293
Glossary 295
Index 300
Credits 314
