Sinopsis:
The field of curriculum inquiry has grown rapidly over the last four decades resulting in many new forms of curriculum inquiry to be used as tools to answer unique curriculum-related research questions. There are few texts available that include concise descriptions and elements of curriculum inquiry methodologies and directed at enabling researchers to wisely choose a form of curriculum inquiry most appropriate for their study. Conceptual Analyses of Curriculum Inquiry Methodologies presents chapters that are each devoted to a particular form of inquiry, with a conceptual analysis of the methodology, its purpose(s), its utilization, structure, and organization, all written by scholars with firsthand experience with the form of inquiry. These experts also take the liberty of citing examples of published studies that have utilized the methodology, share the types of relevant data collection instruments and forms of data produced, and also share research questions that can be answered via their form of inquiry. Covering topics such as quantitative methods of inquiry, glocalization, and educational criticism, this is an essential text for curriculum designers, doctoral students, doctoral researchers, university faculty, professors, researchers, and academicians.
Acerca de los autores:
Sandy White Watson is an Associate Professor of Curriculum and Instruction at the University of Louisiana Monroe. Her research interests include STEM Education, Science Misconceptions, Science Literacy, Multiculturalism and Diversity and Women in STEM. She has more than 30 refereed publications and 60+ presentations. She is married to her husband, Joe, has two sons, two fur babies, and three grandchildren and loves to travel and fish.
Stacie Austin , Ed.D., is an artist, educator, and life-long learner. She is currently an Assistant Professor of Education and Elementary Education Coordinator at the University of Louisiana Monroe. Her years of teaching experience range from pre-k to graduate school, with multiple grades in between. Stacie has taught in the self-contained general education setting, visual arts in elementary and middle school, undergraduate curriculum and instruction courses, and graduate level undergraduate curriculum and instruction and reading courses. Her research interests include creative pedagogy, social emotional learning, and arts integration. Along with teaching in an academic setting, Stacie is also a 500hr Registered YogaFaith Master Trainer and enjoys implementing mindfulness practices in and out of the classroom. She lives in Louisiana with her husband and their three children.
Jeremy Bell , Ed.D. is currently an Assistant Professor of Curriculum & Instruction at the University of Louisiana Monroe. He serves as the Special Education Program Coordinator and the Postsecondary Inclusion Coordinator. He teaches in many different areas of special education and technology including assessment, collaboration, special education methods, and diagnosis of learning disabilities including dyslexia. His research interest include assistive technology, leadership and special education as well as bias in academic testing. He has written journal articles and book chapters on special education and science education.
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