The Reflective Educator′s Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry - Tapa dura

Críticas

“This book is an essential tool in the effort to construct teaching on a foundation of thought and care. Rejecting the simple, connect-the-dots view of teaching so prevalent today, Nancy Fichtman Dana and Diane Yendol-Hoppey invite us into a world of teaching that is deeply intellectual and fundamentally ethical. They show us how to achieve this, offering practical, concrete steps any teacher or group of teachers can take as they work to transform what they already do informally and privately into something intentional, systematic, and public.”

(William Ayers, Senior University Scholar, Distinguished Professor of Education)

"The Reflective Teacher's Guide to Classroom Research is a refreshing text that provides the tools for both novice and experienced teachers to evolve from mere technicians to reflective, inquiry-oriented professionals. It views teaching as a transformative, exciting venture and should be required reading in all teacher education programs."

(John McIntyre, Associate Dean for Teacher Education and School Partnerships)

"Building on the awareness that teachers have an enormous amount of knowledge that they have accumulated through their years of teaching, the authors show how this knowledge can be mined by teachers studying their own practice, making visible the complexities of teaching. Readers of this book experience not only what it is like to do classroom research, but perhaps as important, gain an understanding of how teachers can become scholars of their own practice."

(From the Foreword by Ann Lieberman, Senior Scholar)

"This thoughtful and well crafted guide to classroom research is, quite simply, the best book on the topic I have encountered. It is clearly written and jargon-free; it de-mystifies the process of discipline inquiry without sacrificing its complexity and power. I will use this volume in my graduate classes and recommend it to others."

(Lynne Miller, Professor of Educational Leadership)

"This book is both scholarly and practical, offering university and school-based researchers a comprehensive, theoretical, and practical foundation for teacher inquiry. Dana and Yendol-Silva have written a book that is a 'must have' for all those who are interested in bridging the gap between theory and practice."

(Frances Kochan, Interim Dean, College of Education)

"Authentic and practical, this book demystifies classroom research without making inquiry overly simplistic. Loaded with examples from actual inquiries and drawn from experience working with hundreds of teacher researchers, the authors' advice is refreshingly jargon free and clearly explained."

(Betty Lou Whitford, Dean and Professor)

Reseña del editor

`This thoughtful and well crafted guide to classroom research is, quite simply, the best book on the topic I have encountered. It is clearly written and jargon-free; it de-mystifies the process of discipline inquiry without sacrificing its complexity and power. I will use this volume in my graduate classes and recommend it to others' - Lynne Miller, Professor of Educational Leadership, University of Southern Maine

Action research, teacher research, teacher inquiry, and classroom inquiry are the well-known terms that define how the most highly qualified, committed, and passionate teachers construct their own knowledge about teaching, learning, content, curriculum, classroom practice, professional growth, and social justice. This how-to guide to classroom inquiry takes teachers through the process step by step, answering each critical question from "Where Do I Begin?" through developing the research plan, collecting the data, analyzing the data, writing the results, and publishing the results. This is sure to be an essential guide for teachers, teacher trainers, teacher educators, and professional development schools