The Reflective Educator's Guide to Classroom Research

Third Auflage
ISBN: 978-1-4833-3198-0
Verlag: Corwin

Buch, Englisch, 296 Seiten, Format (B × H): 182 mm x 253 mm, Gewicht: 522 g

The best-selling Reflective Educator's Guide to Classroom Research offers a clear, step-by-step description of the classroom research process. Using actual teacher voices and real-life examples, as well as advocating collaborative teacher inquiry, it is popular both for it's authenticity and inviting style.

This new edition now also addresses:

- the link between action research and related designs for professional learning such as lesson study and teacher rounds

- the link between action research and teacher evaluation

- using practitioner inquiry for Common Core implementation

- ethical issues in classroom research.

Autoren/Hrsg.

Dana, Nancy Fichtman

Yendol-Hoppey, Diane

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung

Inhaltsverzeichnis

Forward to the Third Edition
Forward to the Second Edition
Forward to the First Edition
Preface
Acknowledgments
Introduction
Website for Professional Development Facilitators and Course Instructors
How to Use the Inquiry Books
About the Authors
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?
What is the Relationship Between Teacher Inquiry and Differentiated Instruction?
What is the Relationship Between Teacher Inquiry, Data-Driven Decision Making, and Progreess Monitoring?
What Is the Relationship Between Teacher Inquiry and Response to Intervention? (RTI)
What Is the Relationship Between Teacher Inquiry and Lesson Study?
What Is the Relationship Between Teacher Inquiry and Teacher Evaluation?
What Is the Relationship Between Teacher Inquiry and the Common Core State Standards?
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?
2. The Start of Your Journey: Finding a Wondering
Where Do I Begin?
What Happens If I Still Cannot Locate My Wondering?
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?
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?
5. Considering the Ethical Dimensions of Your Work as an Inquirer
What Are Some Things to Consider When Thinking About Ethics in Relationship to Practitioner Research?
What is the Role of School District Research Policies in Relationship to the Inquiry process?
What is the Role of University Institutional Review Boards in Relationship to the Inquiry Process?
6. Finding Your Findings: Data Analysis
What Is Formative Data Analysis?
What Might Formative Data Analysis Look Like?
What Is Summative Data Analysis and How Do I Get Started?
What Might Summative Data Analysis Look Like?
7. Extending Your Learning: The Inquiry Write-Up
Why Should I Write?
What Might My Writing Look Like?
8. Becoming the Best Teacher and Researcher You Can Be: Assessing the Quality of Your Own and Others’ Inquiry
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?
9. The Start at 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

Über Autor(innen)

Yendol-Hoppey, Diane
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.

Dana, Nancy Fichtman
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.