ERIC Number: ED476364
Record Type: RIE
Publication Date: 2003
Reference Count: N/A
The Reflective Educator's Guide to Classroom Research: Learning To Teach and Teaching To Learn through Practitioner Inquiry.
Dana, Nancy Fichtman; Yendol-Silva, Diane
This how-to guide to classroom inquiry takes educators through the process step-by-step, from beginning to end, answering critical questions on developing the research plan, collecting and analyzing the data, and writing and publishing the results. Seven chapters include: (1) "Teacher Inquiry Defined" (e.g., what teacher inquiry is and how it differs from what teachers already do as reflective educators); (2) "The Start of Your Journey: Finding a Wondering" (e.g., where to begin and where to find wonderings and questions); (3) "To Collaborate or Not to Collaborate: That is the Question!" (why collaboration is so important and how to collaborate); (4) "Developing a Research Plan: Making Inquiry a Part of Your Teaching Practice" (what data look like, and when and how to collect data); (5) "Finding Your Findings: Data Analysis" (what data analysis is, how to get started, and what it might look like); (6) "Extending Your Learning: The Inquiry Write-Up" (why it is important to write and what the writing might look like); and (7) "The End of Your Journey: Making Your Inquiry Public" (why it is important to share the work with others and ways to share the work). (Contains 108 references.) (SM)
Descriptors: Data Analysis, Data Collection, Data Interpretation, Educational Research, Elementary Secondary Education, Faculty Development, Inquiry, Reflective Teaching, Teacher Collaboration, Teacher Researchers
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-7619-4646-2, $27.95; hardback: ISBN-0-7619-4645-4, $61.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2566; e-mail: email@example.com; Web site: http://www.corwinpress.com.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
Note: Foreword by Ann Lieberman.