Higher Education Classrooms as Places for Inquiry: Stories and Methods from Practitioner Researchers. Este artículo no está disponible.Higher Education Classrooms as Places for Inquiry: Stories and Methods from Practitioner Researchers

In higher Education classrooms, the transmission of knowledge is vital in intellectual growth. In this era of rapid social and global change, fostering a culture of inquiry in a classroom is essential to engage students. These learning environments encourage students to question assumptions and engage in diverse perspectives. Higher education classrooms can be intentionally designed and facilitated as dynamic spaces for inquiry, empowering students to take ownership of their learning and contribute meaningfully to academic and societal discourse. Higher Education Classrooms as Places for Inquiry: Stories and Methods from Practitioner Researchers explores similar ethical, epistemological, and political issues raised across different research genres. This book presents an array of practitioner research genres from action/participatory action research, teacher research, self-study, the scholarship of teaching and learning, and more. Covering topics such as digital learning, practitioner inquiry, and teaching experiences, this book is an excellent resource for educators, administrators, policy makers, pre-service educators, researchers, academicians, and more.

Stephanie R. Logan is an associate professor of elementary and multicultural education at Springfield College and serves as the education department chair. She is a former elementary teacher and a former elementary and middle school counselor. Her research interests include methods for preparing culturally competent teachers, social justice teaching, creating inclusive classroom and campus environments, and social studies teaching in elementary classrooms.

Emily Lyons , Ph.D. is an Assistant Professor of Education at Springfield College, where she works with both preservice and in-service teachers. Dr. Lyons has experience conducting mixed methods research with students, teachers and parents in both classroom and laboratory contexts. Her research is aimed at understanding how classroom environments, individual psychological processes, and instruction together shape STEM teaching and learning in PK-12 and higher education contexts. She is a former PK-12 science teacher- and her passion is to bridge the research-practice divide through collaborating with those currently in the PK-12 classroom to conduct research that addresses issues of relevance. Dr. Lyons holds a B.S. in Biology and Society from Cornell University and a PhD in Comparative Human Development from The University of Chicago.