The Reflective Educator's Guide to Classroom Research
Learning to Teach and Teaching to Learn Through Practitioner Inquiry
- Nancy Fichtman Dana - University of Florida, Gainesville, USA
- Diane Yendol-Hoppey - University of North Florida, USA
Action Research in Education
When teachers examine the simple but complex act of teaching, the power yielded can be transformative. For three editions, teacher preparation and professional development providers have turned to this bestselling how-to guide for an authentic clear description of teacher inquiry and how to harness it for greatest effect.
In this 4th edition, readers will journey toward understanding the link between teacher inquiry and the creation of data-driven classrooms by walking through some of today’s most relevant scenarios as well as timeless and enduring examples. Featuring helpful exercises and step-by-step instructions, this edition includes:
• A head on discussion of equity and social justice and the role inquiry plays in tackling it
• A look at professional practice doctoral programs as ripe context for inquiry
• A complete chapter on the role literature plays in teacher research
• A more seamless integration between the text and accompanying website
Grab this text, raise your voice at the table of educational reform, and transform assumptions for more impactful teaching.
Supplements
“The Reflective Educator’s Guide to Classroom Research, 4E is a practical volume that can be used as an interactive guide for university supervisors to facilitate teacher candidates in engaging in inquiry-based reflective practices while gathering data during their field-based experiences.”
“The Fourth Edition of The Reflective Educator's Guide to Classroom Research presents the crucial field of teacher research in an engaging and positive manner, with many explanatory examples and scenarios. True to its title, "reflective," the narrative highlights the importance of the qualitative approach to research in which the researcher looks at personal and experiential qualities that affect educational change.”
“This book makes a distinct contribution to the field by providing teachers with a step-by-step approach to teacher inquiry. It is also a great resource for teachers who want to conduct their own inquiries in schools. It is comprehensive, easy to read, and rich with examples and exercises that model the process of teacher inquiry for every stage.”
“Teacher inquiry is a catalyst for change, but the process can be intimidating. This text has a different feel to it. It is reflective in nature, which adds a personal touch to the research process. While it hits on all the same points as someone engaging in action research, the change to an inquiry stance reflects what teachers currently experience in their classrooms. Multiple examples throughout provide the support necessary and the text is useful for both an action research course and a teacher wishing to make systematic, deliberate improvements to his/her teaching. I highly recommend The Reflective Educator’s Guide to Classroom Research, 4E to anyone interested in using data to inform and strengthen their instruction and provide a more equitable classroom.”
“This book is a wonderful guide for teachers conducting research in their schools. It clearly explains the process and guides teacher researchers through with well thought out activities combined with ample rich examples to enhance understanding.”
“Stop and look no further: The Reflective Educator’s Guide to Classroom Research, 4E is the definite text on teacher inquiry. Inside these covers you will find answers to what teacher inquiry entails, why the inquiry process is vital to a healthy teaching profession, and how teachers can translate their wonderings into a systemic form of study that informs classroom change and improvement. Happy inquiring!”
The programme the book is being used for has undergone significant changes and part of this is ensuring we support trainees in developing their own reflective practice and being confident in using action research. This book provides everything (and more) that we could wish to communicate with trainees. It is accessible, easy to navigate and has multiple aspects included that have been relevant to a wide range of trainees all at very different stages in their research journey.
I wish I had this text when I first taught EDUC 2130 - 'Teaching and Learning'. What makes this text so relevant is its focus on the SHARED, two-way experience that is inquiry-based teaching and learning!