The reflective educator's guide to classroom research : Learning to Teach and Teaching to Learn Through Practitioner Inquiry / Nancy Fichtman Dana and Diane Yendol-Hoppey.
By: Dana, Nancy Fichtman [author.]
.
Contributor(s): Yendol-Hoppey, Diane [author.].
Material type:
BookPublisher: Thousand Oaks, CA. : Corwin, [2014]Copyright date: ©2014Edition: Third edition.Description: xxv, 269 pages : illustrations ; 26 cm.Content type: text | still image Media type: unmediated Carrier type: volumeISBN: 9781483331980 (paperback); 1483331989 (paperback).Subject(s): Action research in education | Teachers -- In-service trainingDDC classification: 370.72 Summary: The Reflective Guide to Classroom Research has opened the eyes of educators everywhere to teacher inquiry and data analysis as pathways to amazing results in the classroom. This third edition adds forward-thinking substance to the authors renowned methods of formulating action research questions, collecting and analyzing data, and using it to create lasting solutions. -- Publisher's website.
| Item type | Current library | Call number | Copy number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| General Lending | MTU Crawford College of Art and Design Library Lending | 370.72 (Browse shelf(Opens below)) | 1 | Available | 00229764 |
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Enhanced descriptions from Syndetics:
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.
Includes bibliographical references (pages 251-261) and index.
The Reflective Guide to Classroom Research has opened the eyes of educators everywhere to teacher inquiry and data analysis as pathways to amazing results in the classroom. This third edition adds forward-thinking substance to the authors renowned methods of formulating action research questions, collecting and analyzing data, and using it to create lasting solutions. -- Publisher's website.
CIT Module EDUC 9008 - Core reading.
CIT Modulr EDUC 8005 - Supplementary reading.
Table of contents provided by Syndetics
- Foreword to the Second Edition (p. xiii)
- Foreword to the First Edition (p. xvii)
- Preface (p. xix)
- Acknowledgments (p. xxiii)
- About the Authors (p. xxv)
- Introduction to The Reflective Educator's Guide to Classroom Research (p. 1)
- Website for Professional Development Facilitators and Course Instructors (p. 1)
- How to Use the Inquiry Books (p. 2)
- 1 Teacher Inquiry Defined (p. 5)
- What Is Teacher Inquiry? (p. 6)
- What Is the Relationship Between Teacher Inquiry and Teacher Professional Growth? (p. 12)
- What Evidence Exists That Teacher Inquiry Is Worth Doing? (p. 14)
- What Is the Relationship Between Teacher Inquiry and Differentiated Instruction? (p. 15)
- What Is the Relationship Between Teacher Inquiry, Data-Driven Decision Making, and Progress Monitoring? (p. 16)
- What Is the Relationship Between Teacher Inquiry and Response to Intervention? (RtI) (p. 18)
- What Is the Relationship Between Teacher Inquiry and Lesson Study? (p. 19)
- What Is the Relationship Between Teacher Inquiry and Teacher Evaluation? (p. 19)
- What Is the Relationship Between Teacher Inquiry and the Common Core State Standards? (p. 21)
- How Is Teacher Inquiry Different From What I Already Do as a Reflective Teacher? (p. 22)
- What Are Some Contexts Ripe for Teacher Inquiry? (p. 23)
- Professional Learning Communities (p. 23)
- Student Teaching and/or Other Clinical Experiences (p. 24)
- Professional Development Schools and Other Networks (p. 25)
- How Does My Engaging in Teacher Inquiry Help Shape the Profession of Teaching? (p. 26)
- 2 The Start of Your Journey: Finding a Wondering (p. 29)
- Where Do I Begin? (p. 29)
- Where Do I Find My Wonderings and Questions? (p. 30)
- Passion 1 Helping an Individual Child (p. 33)
- Passion 2 Desire to Improve or Enrich Curriculum (p. 39)
- Passion 3 Focus on Developing Content Knowledge (p. 44)
- Passion 4 Desire to Improve or Experiment With Teaching Strategies and Teaching Techniques (p. 46)
- Passion 5 Desire to Explore the Relationship Between Your Beliefs and Your Classroom Practice (p. 48)
- Passion 6 The Intersection of Your Personal and Professional Identities (p. 50)
- Passion 7 Advocating Social Justice (p. 56)
- Passion 8 Focus on Understanding the Teaching and Learning Context (p. 64)
- What Happens If I Still Cannot Locate My Wondering? (p. 67)
- 3 To Collaborate or Not to Collaborate: That Is the Question! (p. 71)
- Why Is Collaboration So Important? (p. 72)
- Reason 1 Research Is Hard Work! (p. 72)
- Reason 2 Teacher Talk Is Important! (p. 73)
- Reason 3 There's Safety in Numbers! (p. 74)
- Reason 4 There's Strength in Numbers! (p. 74)
- What Are the Possibilities for How I Might Collaborate? (p. 76)
- Collaborative Structure 1 Shared Inquiry (p. 76)
- Collaborative Structure 2 Parallel Inquiry (p. 80)
- Collaborative Structure 3 Intersecting Inquiry (p. 82)
- Collaborative Structure 4 Inquiry Support (p. 82)
- 4 Developing a Research Plan: Making Inquiry a Part of Your Teaching Practice (p. 85)
- What Do Data Look Like, How Do I Collect Them, and How Do They Fit Into My Work as a Teacher? (p. 85)
- Strategy 1 Literature as Data (p. 86)
- Strategy 2 Field Notes (p. 92)
- Strategy 3 Documents/Artifacts/Student Work (p. 101)
- Strategy 4 Interviews (p. 101)
- Strategy 5 Focus Groups (p. 105)
- Strategy 6 Digital Pictures (p. 106)
- Strategy 7 Video as Data (p. 107)
- Strategy 8 Reflective Journals (p. 109)
- Strategy 9 Weblogs (p. 111)
- Strategy 10 Surveys (p. 114)
- Strategy 11 Quantitative Measures of Student Achievement (Standardized Test Scores, Assessment Measures, Grades) (p. 120)
- Strategy 12 Critical Friend Group Feedback (p. 127)
- When Do I Collect Data and How Much Do I Collect? (p. 134)
- 5 Considering the Ethical
- Dimensions of Your Work as an Inquirer (p. 147)
- What Should I Consider When Thinking About Ethics in Relationship to Practitioner Research? (p. 147)
- What Role Do School District Research Policies Play in the Inquiry Process? (p. 150)
- What Role Do University Institutional Review Boards Play in the Inquiry Process? (p. 152)
- 6 Finding Your Findings: Data Analysis (p. 157)
- What Is Formative Data Analysis? (p. 157)
- What Might Formative Data Analysis Look Like? (p. 158)
- Example 1 A Seventh-Grade Science Teacher Analyzes Data at the Start of Her Inquiry (p. 158)
- Example 2 An ESE Teacher Uses a Progress Monitoring Tool to Gain Insights Into Student Progress as Her Inquiry Unfolds (p. 161)
- What Is Summative Data Analysis and How Do I Get Started? (p. 166)
- What Might Summative Data Analysis Look Like? (p. 172)
- 7 Extending Your Learning: The Inquiry Write-Up (p. 183)
- Why Should I Write? (p. 184)
- What Might My Writing Look Like? (p. 185)
- Step 1 Providing Background Information (p. 186)
- Step 2 Sharing the Design of the Inquiry (Procedures, Data Collection, and Data Analysis) (p. 189)
- Step 3 Stating the Learning and Supporting the Statements With Data (p. 191)
- Step 4 Providing Concluding Thoughts (p. 206)
- 8 Becoming the Best Teacher and Researcher You Can Be: Assessing the Quality of Your Own and Others' Inquiry (p. 213)
- Why Is It Important to Assess the Quality of My Work? (p. 214)
- What Is the Difference Between Generalizability and Transferability? (p. 215)
- How Do I Go About Assessing Teacher-Research Quality and Why Is It So Difficult to Do? (p. 217)
- What Are Some Quality Indicators for Teacher Research? (p. 221)
- What Are Some Ways to Enhance Inquiry Quality? (p. 226)
- 9 The Beginning at the End of Your Journey: Making Your Inquiry Public (p. 235)
- Why Is It Important to Share My Work with Others? (p. 235)
- What Are Some Ways I Might Share My Work? (p. 240)
- References (p. 251)
- Index (p. 263)