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The Reflective Educator′s Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry
For three editions, teacher preparation and professional development providers have turned to this bestselling how-to guide for its authentic approach to teacher inquiry and how to harness it for the greatest transformational effect. In this edition, readers explore contemporary as well as enduring real-life examples of data-driven classrooms. Featuring helpful exercises and step-by-step instructions, this edition
• equity and social justice and the role inquiry plays in tackling it
• professional practice doctoral programs as ripe context for inquiry
• the role literature plays in teacher research
• equity and social justice and the role inquiry plays in tackling it
• professional practice doctoral programs as ripe context for inquiry
• the role literature plays in teacher research
352 pages, Paperback
First published February 28, 2003
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Displaying 1 - 9 of 9 reviews
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September 5, 2025Was helpful for my capstone project for my masters program
April 7, 2012
This book was assigned reading for my university diploma program. It is an excellent resource for teachers wanting to do complete classroom research / inquiry projects / improve their teaching.
"By participating in teacher inquiry, the teacher develops a sense of ownership in the knowledge constructed, and this sense of ownership heavily contributes to the possibilities for real change to take place in the classroom." p. 7
Many references to other texts and a good index.
It's a very easy read if taken chapter by chapter.
"By participating in teacher inquiry, the teacher develops a sense of ownership in the knowledge constructed, and this sense of ownership heavily contributes to the possibilities for real change to take place in the classroom." p. 7
Many references to other texts and a good index.
It's a very easy read if taken chapter by chapter.
October 10, 2010
"One of the most wonderful aspects of inquiry-oriented PLC work is that it is a form of professional development that honors all the great complexity that is inherent in teaching."
It is so important that teachers have a model, mentor who is willing to accompany them on their learning journey. With the support of admin teams," they can identify organizational structures that can naturally support the work, making it 'a part of' rather than 'a part from' what is expected of teachers in today's classroom." Knowing that we have a team who is willing to work on creating a culture of learning in our schools in essence promotes, guides, nurtures, and sustains the essential qualities of life long learning.
It is so important that teachers have a model, mentor who is willing to accompany them on their learning journey. With the support of admin teams," they can identify organizational structures that can naturally support the work, making it 'a part of' rather than 'a part from' what is expected of teachers in today's classroom." Knowing that we have a team who is willing to work on creating a culture of learning in our schools in essence promotes, guides, nurtures, and sustains the essential qualities of life long learning.
January 6, 2011
Notes to self:
-Action Research and PLC the most effective professional development
-Types of PD
-Knowledge for Practice
-Knowledge in Practice
-Knowledge of Practice
4As to structure text discussion:
1. What assumtions does the author of the text hold?
2. What do you agree with in the text?
3. What do you want to argue within the text?
4. To what parts of the text do you want to aspire?
NSRF group protocol to go through student work:
1. Step 1 is to read the work without saying anything.
2. Dsecribe the work.
3. Ask questions about the work.
4. Speculate
5. The original contributor (the one who brought the student work to the group) comment.
-Action Research and PLC the most effective professional development
-Types of PD
-Knowledge for Practice
-Knowledge in Practice
-Knowledge of Practice
4As to structure text discussion:
1. What assumtions does the author of the text hold?
2. What do you agree with in the text?
3. What do you want to argue within the text?
4. To what parts of the text do you want to aspire?
NSRF group protocol to go through student work:
1. Step 1 is to read the work without saying anything.
2. Dsecribe the work.
3. Ask questions about the work.
4. Speculate
5. The original contributor (the one who brought the student work to the group) comment.
September 26, 2010
This quote struck me as an essential understanding that we as educators need to have:
" A little ingenuity can go a long way when making data collection a part of, not apart from, your teaching."
Assessment for learning is a necessity when it comes to providing meaningful experiences and opportunities for all learners.
" A little ingenuity can go a long way when making data collection a part of, not apart from, your teaching."
Assessment for learning is a necessity when it comes to providing meaningful experiences and opportunities for all learners.
May 8, 2013
This book catered more toward K-12 education than it did the college level. It focused more on action research (also known as SOTL in higher education) professional learning communities than the more general professional development label in the title. I found several nuggets that could be applied to higher education, but it wouldn't be a top recommendation for college faculty development.
December 11, 2016
This text is very readable and speaks to the heart and mind of an educator. Excellent text for those engaging in action research for formal reasons or for one's own informal classroom research.
August 23, 2015
The first 4 chapters of this book were very helpful to plan my research. I thought the second part was not helpful. I liked the stories throughout because they gave you ideas. I also thought the first 4 chapters exercises really helped my understand what action research is.
May 1, 2014
Very sound ideas for how to do action research in the classroom. I really enjoyed reading this one!
Displaying 1 - 9 of 9 reviews