You are here

The Reflective Educator's Guide to Classroom Research

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

Second Edition
Edited by:

Foreword by Gene Thompson-Grove

August 2008 | 240 pages | Corwin
Transform your teaching practice with this powerful approach to professional growth!

Teacher inquiry can play a critical role in professional staff development across all grade levels and subject areas. Now this updated bestseller offers both an in-depth examination of teacher inquiry as well as step-by-step instructions, giving prospective and practicing teachers everything they need to engage in this vital process.

Featuring helpful exercises in every chapter, this how-to guide to action research takes teachers through each stage of the process: formulating a research question, collaborating with others, collecting data, analyzing data, writing and presenting classroom research, and assessing the quality of the work. The authors also demonstrate the relationship between teacher inquiry and differentiated instruction, data-driven decision making, progress monitoring, and Response to Intervention. This revised edition includes

An updated section about professional learning communities

The latest data collection methods, including digital photos, video, blogging, and assessment measures

Simplified models for documenting inquiry results

Added examples from middle and high school settings

A new chapter on assessing inquiry projects

By learning to make the most of this essential tool, teachers can enhance their instruction and contribute significantly to improved student achievement!

Foreword to the Second Edition by Gene Thompson-Grove
Foreword to the First Edition by Ann Lieberman
About the Authors
1. Teacher Inquiry Defined
2. The Start of Your Journey: Finding a Wondering
3. To Collaborate or Not to Collaborate: That Is the Question!
4. Developing a Research Plan: Making Inquiry a Part of Your Teaching Practice
5. Finding Your Findings: Data Analysis
6. Extending Your Learning: The Inquiry Write-Up
7. Becoming the Best Teacher and Teacher Researcher You Can Be: Assessing the Quality of Your Own and Others' Inquiry
8. The End of Your Journey: Making Your Inquiry Public

"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."

JoBeth Allen, Professor of Language and Literacy Education
University of Georgia

"Whether you are a preservice, beginning, or veteran teacher or teacher educator, this is the perfect resource for deepening your understanding of teacher inquiry."

Kevin J. Berry, Professional Development Community Site Coordinator, University of Florida
Teacher of the Gifted, Alachua Elementary School, FL

"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."

Gail V. Ritchie, Coleader
Teacher Researcher Network

Well structured and practical.

Mrs Sue James
Swansea School of Education, Swansea Metropolitan University
February 14, 2014

Review pending

Professor Gary Vause
Biomedical Hlth Info Sci Dept, University of Illinois - Chicago
September 27, 2013

A great introductory book for students with effective examples and activities to support understanding and reflection.

Mrs Julie Prentice
Department of Childhood Studies, Canterbury Christ Church University
August 7, 2012

Clear presentation of research for practitioners, use of evidence from classrooms

Dr Ellen Hoffman
Educational Technology, University of Hawaii at Manoa
November 15, 2010

We ended up designing the course as an online experience, with the need for an electronic version of selected texts.

Dr Greg Sherman
Educational Studies Dept, Radford University
April 21, 2010

Too advanced for undergraduate students. Not enough time in course to fully cover.

Dr Elaine Beason
Clg Of Arts Sciences Education, Texas A & M University - Texarkana
March 5, 2010

The second edition includes new sections on the relationship between inquiry and differentiated instruction, data driven decision making, progress monitoring, and response to intervention help educators make sense of the ways inquiry connects to current popular initiatives in education. There is also an updated section on Professional Learning Communities that helps educators understand the ways PLC work is a ripe context for teacher research. Descriptions of five new ways to collect data (including digital photos, video, blogging, standardized test scores/assessment measures, and Critical Friend Group feedback) complement the seven forms of data collection described in the first edition (field notes, documents/artifacts, interviews, focus groups, journals, surveys, literature), providing educators with more options for gaining insights into their research questions.

The introduction of three new simplified models for writing up inquiry work enhances the one model and example provided in the first edition, providing multiple options for educators to share their work in written form with others. Many new examples of teacher inquiry are interwoven within the text from middle school and high school contexts serve to enrich examples in first edition from elementary contexts and demonstrate the ways the process of inquiry can be a rich and powerful form of professional development for all teachers, regardless of the grade level or subject areas they teach. A whole new chapter on assessing the quality of one's inquiry serves to help practicing teachers build research skills as well as promotes discussion of quality between professors and their students who are engaged in action research as a part of a university course.

Sample Materials & Chapters



Chapter 1

Preview this book

Nancy Fichtman Dana

Nancy Fichtman Dana is currently professor of education in the School of Teaching and Learning 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 China, South Korea, Belgium, Portugal, The Netherlands,... More About Author

Diane Yendol-Hoppey

Diane Yendol-Hoppey is a professor of education and dean in the College of Education and Human Services at the University of North Florida. Prior to her appointment at the University of North Florida, she served as the associate dean of educator preparation and partnerships at the University of South Florida, director of the Benedum Collaborative at West Virginia University and 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, Diane spent 13 years as an elementary school teacher in... More About Author

Purchasing options

Please select a format:

ISBN: 9781412966573