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Practitioner Teacher Inquiry and Research

ISBN: 978-1-118-60353-6
336 pages
December 2014, Jossey-Bass
Practitioner Teacher Inquiry and Research (1118603532) cover image

Description

Teacher inquiry helps improve educational outcomes

Practitioner Teacher Inquiry and Research explores the concept and importance of the teacher practitioner, and prepares students in teacher education courses and programs to conduct research in the classroom. Author Carolyn Babione has extensive experience in undergraduate- and graduate-level teacher training and teacher inquiry coursework. In the book, Babione guides students through the background, theory, and strategy required to successfully conduct classroom research. The first part of the book tackles the "how-to" and "why" of teacher inquiry, while the second part provides students with real-life practitioner inquiry research projects across a range of school settings, content areas, and teaching strategies. The book's discussion includes topics such as:

  • Underlying cultural and historical perspectives surrounding the teaching profession
  • Hidden stereotypes that limit teacher beliefs about power and voice
  • Current curriculum innovation and reflections on modern developments

Practitioner Teacher Inquiry and Research successfully guides and encourages budding teachers to fully understand the importance of their involvement in studying and researching their classroom settings, giving a better understanding of how their beliefs and teaching practices impact classroom learning.

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Table of Contents

List of Tables, Figures, and Exhibits vii

Preface ix

Acknowledgments xix

The Author xx

The Contributors xxi

Part 1: Perspectives, Strategies, and Methodologies 1

Chapter 1 Developing a Concept of Practitioner Teacher Inquiry 3

How to Define Research 3

Complexities for Developing Inquiry Identity 10

Summary 19

Discussion Questions 21

Chapter 2 School Change and Teacher Inquiry Identity 29

Postmodern Schooling 29

Crafting Inquiry Possibilities for Improving Schools 37

Summary 46

Discussion Questions 49

Chapter 3 Inquiry Communities for Learning and Change 55

Educators as Inquirers 55

Collaborative Youth Inquiry 61

Inquiry Action Studies 66

Summary 74

Discussion Questions 75

Chapter 4 Where We Begin Practitioner Teacher Inquiry 81

Finding a Focus 82

Seeking Expertise from Others 91

Summary 99

Discussion Questions 100

Chapter 5 Guidelines for Collecting Data 107

Ethical Issues, Choices, and Challenges 107

Data Collection 119

Summary 132

Discussion Questions 133

Chapter 6 Analyzing, Interpreting, and Managing Inquiry Study 139

Data Analysis and Interpretation 139

Managing the Study 150

Summary 162

Discussion Questions 163

Chapter 7 Sharing and Changing School Culture 167

Communicating New Knowledge and Understandings 167

Collective Thinking and Decision Making 183

Summary 191

Discussion Questions 193

Part 2: Teacher Inquiry into Practice 199

Chapter 8 Blogging in the LA Classroom: How Do We Do It Better? 201

Kathy Anderkin

Context 201

School and Community Description 202

Problem Statement 203

Literature Review 204

Design 204

Data Analysis 207

Conclusion 209

Discussion Questions 210

Chapter 9 Struggles and Successes of Problem-Based Learning 213

Angela Durbin Page

Problem Statement 213

Theoretical Framework 215

Study Overview 218

Effective Strategies for Project-Based Learning Experiences 220

Conclusion 222

Discussion Questions 222

Chapter 10 Teaching Social Skills with Picture Books 225

Brandon La Mar

Problem Statement 226

Literature Review 227

Design 229

Data Analysis 233

Conclusion 235

Discussion Questions 236

Chapter 11 Increasing Readership of Online Student Publications 239

James E Lang

Context 239

Description of Study 240

Assessment and Analysis 243

Conclusion 246

Discussion Questions 247

Chapter 12 One-to-One iPad Initiative Review 249

Mark Lorence

Problem Statement 249

Literature Review 250

Research Design 254

Data Analysis 255

Conclusion 260

Discussion Questions 264

Chapter 13 The Vegas Effect: A Personal Reflection on the Obstacles to Doing Education Research 265
Melissa Rhinehart

Obstacle Set 1 265

Obstacle Set 2 266

Research Aspirations 266

Obstacle Set 3 267

Conclusion 268

Discussion Questions 270

Chapter 14 Transferring Oral Phonemic Skills to Written Form  271
Resjohna Tomblin

Problem Statement 271

Literature Review 272

Research Design 275

Data Analysis 277

Conclusion 279

Discussion Questions 282

Chapter 15 Connecting Socially Through a Morning Meeting Approach 283
Kayce Ware

Context 283

Conducting the Study 286

Findings and Results 287

Conclusion 291

Discussion Questions 293

Glossary 295

Index 300

Credits 314

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Author Information

CAROLYN BABIONE, PHD, a former classroom teacher, is professor emerita of education at Indiana University Southeast, a regional campus of Indiana University. While coordinating the Graduate Studies Program at Indiana University Southeast, she piloted teacher inquiry designs with area teachers and initiated the capstone teacher inquiry program requirement for graduate teacher education.

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