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Inquiry As Stance

Author : Marilyn Cochran-Smith
ISBN : 9780807749708
Genre : Education
File Size : 74. 28 MB
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In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and across the world to ally their work with others, as part of larger social and intellectual movements for social change and social justice.

Inquiry As Stance

Author : Marilyn Cochran-Smith
ISBN : 9780807772164
Genre : Education
File Size : 58. 78 MB
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In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and around the world to ally their work with others as part of larger social and intellectual movements for social change and social justice. Part I is a set of five essays that conceptualize inquiry as a stance and as a transformative theory of action that repositions the collective intellectual capacity of practitioners. Part II is a set of eight chapters written by eight differently positioned practitioners who are or were engaged in practitioner research in K–12 schools or teacher education. Part III offers a unique format for exploring inquiry as stance in the next generation—a readers’ theatre script that juxtaposes and co-mingles 20 practitioners’ voices in a performance-oriented format. Together the three parts of the book point to rich possibilities for practitioner inquiry in the next generation. Contributors: Rebecca Akin, Gerald Campano, Delvin Dinkins, Kelly A. Harper, Gillian Maimon, Gary McPhail, Swati Mehta, Rob Simon,and Diane Waff “Cochran-Smith and Lytle once again prove themselves to be among the best at melding theory and practice. Instead of merely making the case for practitioner inquiry they go the next step to show us exactly what this genre brings to our field—rigor, relevance, and passion. The interplay of conceptual clarity and powerful exemplars make this a text we will read well into the next decade.” —Gloria Ladson-Billings, University of Wisconsin–Madison “Once again, Marilyn Cochran-Smith and Susan Lytle point the way to new and hopeful understandings of practitioner research. Rather than blame teachers for all that is wrong with education, they and their fellow authors remind us that if school reform is to have any chance of fulfilling its stated goal of equal opportunity for all students, teachers must have a significant voice in research, policy, and practice. With its focus on social justice and its view of practitioner research as transformative, this is a powerful and welcome sequel to their classic Inside/Outside.” —Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst “Inquiry as Stance should be a blockbuster. This brilliant sequel re-calibrates relationships between practitioner inquiry and social justice.” —Carole Edelsky, Professor Emerita, Arizona State University “This optimistic and generous book is sure to become a central reference for teacher-researchers in K–16 schools and their colleagues and supporters throughout the system.” —Elyse Eidman-Aadahl, Director, National Programs and Site Development, National Writing Project, University of California, Berkeley “This view of the intellectual and personal work of teaching is a major counter to the contemporary emphasis on testing and packaged curricula.” —Cynthia Ballenger, reading specialist, Cambridge Public Schools “Once again Cochran-Smith, Lytle, and their colleagues bring us an invaluable book on the enormous possibilities of practitioner research.” —Luis C. Moll, College of Education, University of Arizona

Teachers Engaged In Research

Author : Cynthia W. Langrall
ISBN : 9781607529668
Genre : Education
File Size : 78. 61 MB
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Through the chapters in this volume we learn about the questions that capture the attention of teachers, the methodologies they use to gather data, and the ways in which they make sense of what they find. Some of the research findings could be considered preliminary, others confirmatory, and some may be groundbreaking. In all cases, they provide fodder for further thinking and discussion about critical aspects of mathematics education.

Action Research For English Language Arts Teachers

Author : Mary Buckelew
ISBN : 9780429881435
Genre : Education
File Size : 46. 22 MB
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Offering preservice and inservice teachers a guide to navigate the rapidly changing landscape of English Language Arts education, this book provides a fresh perspective on what it means to be a teacher researcher in ELA contexts. Inviting teachers to view inquiry and reflection as intrinsic to their identity and mission, Buckelew and Ewing walk readers through the inquiry process from developing an actionable focus, to data collection and analysis to publication and the exploration of ongoing questions. Providing thoughtful and relevant protocols and models for teacher inquiry, this book establishes a theoretical foundation and offers practical, ready-to-use tools and strategies for engaging in the inquiry process in the context of teachers’ communities. Action Research for English Language Arts Teachers: Invitation to Inquiry includes a variety of examples and scenarios of ELA teachers in diverse contexts, ensuring that this volume is relevant and accessible to all educators.

The Wiley Handbook Of Educational Supervision

Author : Sally J. Zepeda
ISBN : 9781119128298
Genre : Education
File Size : 86. 63 MB
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An authoritative guide to educational supervision in today’s complex environment The Wiley Handbook of Educational Supervision offers a comprehensive resource that explores the evolution of supervision through contributions from a panel of noted experts. The text explores a wealth of topics including recent and dramatic changes in the complex context of today’s schools. This important resource: Describes supervision in a historical context Includes a review of adult learning and professional community Reviews new teacher preparation and comprehensive induction systems Contains perspectives on administrative feedback, peer coaching and collaboration Presents information on professional development and job-embedding learning Examines policy and implementation challenges in teacher evaluation Written for researchers, policy analysts, school administrators and supervisors, The Wiley Handbook of Educational Supervision draws on concepts, theories and research from other closely related fields of study to enhance and challenge our understanding of educational supervision.

Research Literacy

Author : Jeffrey S. Beaudry
ISBN : 9781462524648
Genre : Social Science
File Size : 23. 61 MB
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Preparing students to become informed, critical consumers of research, this accessible text builds essential skills for understanding research reports, evaluating the implications for evidence-based practice, and communicating findings to different audiences. It demystifies qualitative, quantitative, and mixed methods designs and provides step-by-step procedures for judging the strengths and limitations of any study. Excerpts from real research reports are used as opportunities to develop methodological knowledge and practice analytic skills. Based on sound pedagogic principles, the text is structured for diverse learning styles: visual learners (concept maps, icons), active learners (building-block exercises and templates for writing), and story learners (examples, reading guides, and reflections). Pedagogical Features *Rubrics, checklists of steps to take, and reading guides that walk students through analyzing different types of research articles. *Journal abstracts with questions that home in on key aspects of a study. *Exemplars of each type of study, with descriptions of methodological and design choices. *End-of-chapter skills-building exercises that lead up to writing a research review essay. *Chapter appendices featuring sample responses to the exercises.

Developing Inquiry As Stance And Repertoires Of Practice

Author : Melissa L. Braaten
ISBN : OCLC:785976919
Genre : Science teachers
File Size : 70. 90 MB
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Handbook Of Epistemic Cognition

Author : Jeffrey A. Greene
ISBN : 9781317746874
Genre : Education
File Size : 81. 38 MB
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The Handbook of Epistemic Cognition brings together leading work from across disciplines, to provide a comprehensive overview of an increasingly important topic: how people acquire, understand, justify, change, and use knowledge in formal and informal contexts. Research into inquiry, understanding, and discovery within academic disciplines has progressed from general models of conceptual change to a focus upon the learning trajectories that lead to expert-like conceptualizations, skills, and performance. Outside of academic domains, issues of who and what to believe, and how to integrate multiple sources of information into coherent and useful knowledge, have arisen as primary challenges of the 21st century. In six sections, scholars write within and across fields to focus and advance the role of epistemic cognition in education. With special attention to how researchers across disciplines can communicate and collaborate more effectively, this book will be an invaluable resource for anyone interested in the future of knowledge and knowing. Dr. Jeffrey A. Greene is an associate professor of Learning Sciences and Psychological Studies in the School of Education at the University of North Carolina at Chapel Hill. Dr. William A. Sandoval is a professor in the division of Urban Schooling at the UCLA Graduate School of Education & Information Studies. Dr. Ivar Bråten is a professor of Educational Psychology at the Faculty of Educational Sciences at the University of Oslo, Norway.

Perspectives On Supported Collaborative Teacher Inquiry

Author : David Slavit
ISBN : 9781135838201
Genre : Education
File Size : 90. 17 MB
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Supported collaborative teacher inquiry (SCTI) describes the process of professional development in which teacher teams build collaborative structures for the purpose of inquiring into aspects of their own instructional practice. Professional development performed collaboratively and grounded in "the work teachers do" is a highly effective forum for challenging existing beliefs about content, learners, and teaching and using data and research to reflect on, and possibly change, instructional practice. The contributors to this volume describe supported collaborative inquiry as a framework for teacher professional development and provide specific empirical evidence found in examples of SCTI. The chapters focus on the building of collaborative support structures, nurturing an inquiry stance, progressing through an inquiry process, and the various kinds of support mechanisms necessary to engage in SCTI. This seminal work in teacher research will be of interest to scholars, students, teachers, and administrators seeking insight into teacher education, teacher leadership, and teacher inquiry.

Journalistic Stance In Chinese And Australian Hard News

Author : Changpeng Huan
ISBN : 9789811307911
Genre : Language Arts & Disciplines
File Size : 66. 41 MB
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Adopting a multi-perspective ontological approach to language in social life, this book investigates the concept of journalistic stance, defining it as a nexus of social practice rather than simply linguistic realizations. It focuses on the discursive aspect of journalistic stance in news texts to analyse the ways journalistic stances are enacted in Chinese and Australian print-media, hard-news reporting. Further, using the appraisal framework, it identifies stance markers in news texts and examines the social-institutional and (inter)personal aspects of journalistic stance on the basis of insights gained from participant observation in news institutions in order to understand news-production processes. It also highlights the articulation of news values and the exercise of symbolic power in each news-production context. This book appeals to a wide range of researchers, such as discourse analysts in the field of news discourse and other scholars whose research is relevant to stance/evaluation, and those engaged in corpus-informed studies, along with those in the field journalism and communication.

Teacher Education In The Trump Era And Beyond

Author : Laura Baecher
ISBN : 9780429890598
Genre : Education
File Size : 78. 66 MB
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This book aims to start the conversation about how the consequences of the historic 2016 election can be addressed in the teacher education classroom. Taking as its starting point the Trump administration’s dramatic influence on education, educational policy, the culture in schools, and the safety of children, contributors demonstrate how teacher educators across the United States are adapting their curriculum. The chapters represent a variety of aspects of teacher support and preparation, and address practices such as rejecting xenophobia, developing critical thinking, and responding to children’s emotional lives. The issues addressed in this volume are a continuation of conflicts and challenges with which educators have long grappled, and the contributors’ insights will be valuable under a range of future political circumstances.

Practitioner Enquiry

Author : George Gilchrist
ISBN : 9781351867566
Genre : Education
File Size : 73. 76 MB
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Practitioner Enquiry: Professional Development with Impact for Teachers, Schools and Systems offers an accessible, step-by-step guide to practitioner enquiry, describing what practitioner enquiry is, what its adoption in schools entails, and what research and experience says about its benefits and possible pitfalls. Written by an experienced Headteacher who has worked with many schools to support their own engagement with practitioner enquiry, and who has been using the approach himself for over eight years, the chapters examine all aspects of its theory, practice and engagement. The book includes a variety of case studies to explore the effect of practitioner enquiry across a range of settings, and to show how you can bring about deep, sustainable and embedded change that has positive impacts for all learners. Chapters cover: how you can create the conditions for succeeding with practitioner enquiry the process of enquiring into your practice the role of school leaders and teachers in successful enquiry processes the benefits you may expect from such enquiry case studies from a number of different contexts, showing enquiry in action examples of research posters produced by teachers involved in enquiry. Practitioner Enquiry serves as a much-needed injection of up-to-date research into the field, combining theory and practice in an engaging and comprehensive style. It will be key reading for teachers and school leaders in both primary and secondary sectors.


Author : Nancy Fichtman Dana
ISBN : 9781412992473
Genre : Education
File Size : 25. 7 MB
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This book helps districts define, develop, and implement a systematic approach to districtwide professional development. Its award-winning inquiry model challenges participants to take control of their own learning.

The Routledge International Handbook Of Teacher And School Development

Author : Christopher Day
ISBN : 9780415669702
Genre : Education
File Size : 81. 11 MB
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The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from eighteen countries across seven continents, the forty chapters are grouped into ten themes which represent key aspects of teacher and school development: Issues of Professionalism and Performativity What Being an Effective Teacher Really Means Reason and Emotion in Teaching Schools in Different Circumstances Student Voices in a Global Context Professional Learning and Development Innovative Pedagogies School Effectiveness and Improvement Successful Schools, Successful Leader Professional Communities: their practices, problems & possibilities Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development. This essential handbook will be of interest to teacher educators, researchers in the field of teacher education and policy makers.

Repositioning Educational Leadership

Author : James H. Lytle
ISBN : 9780807777046
Genre : Education
File Size : 83. 79 MB
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This groundbreaking volume encourages today’s educational leaders to reposition the way they think about leadership and its challenges. Experienced school and district leaders reveal how they conceptualize their roles, how they learn by posing and solving problems of practice, and how they cope with increasing expectations and complexity in their work. This compilation of compelling narratives demonstrates the power and efficacy of what can happen when school, district, and other educational leaders position themselves as inquirers, bringing forth broader social justice and equity implications. Readers see how leadership can illuminate and improve many aspects of institutional life and create intellectually demanding and rich learning environments for both adults and children. At its heart, Repositioning Educational Leadership is an invitation to practitioners and scholars to make space for new critical questions and perspectives. This book nurtures an expanded discourse about leadership, generated by leaders themselves, and arising from some of the most vexing and often invisible aspects of their important work. “This book unpacks a smorgasbord of real-life work situations that will allow the reader to reflect on these experiences and extract the best practices of leadership.” —Daniel A. Domenech, executive director, AASA “Provides invaluable insights into what the complex work of leading from an inquiry stance looks like in different contexts.” —Irma Zardoya, NYC Leadership Academy “This book is a key contribution to the reinvention of the field of educational leadership, and it is crucial for preparing future leaders.” —Michael A. Copland, deputy superintendent, Bellingham (WA) Public Schools

Teachers And Academic Partners In Urban Schools

Author : Lori Beckett
ISBN : 9781317576792
Genre : Education
File Size : 47. 33 MB
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'Showing how critical thinking and local democracy can be a spur to very real educational development within schools that are facing severe challenges, this book provides us with one very valuable contemporary resource of hope.' Ian Menter, Professor of Teacher Education, University of Oxford, UK Teachers and Academic Partners in Urban Schools identifies and addresses a major problem for practitioners – teachers, student teachers and teacher educators – working in urban schools burdened by highly restrictive teaching methods and pressures to meet unrealistic benchmarks set by government. In this book, Lori Beckett investigates how to negotiate these tensions and challenges and offers an account of how to elevate practitioners’ professional voice on quality teaching along more democratic lines. The book addresses key issues for teachers in urban schools, such as: fractures in teachers’ professional communities; impacts of imposed marketizing policies and forced performative practices on schools; the complexities of teaching and teachers’ concerns about practice, as well as teaching practitioners’ perception of educational/schools policy. Both academic and teacher partners contribute to the work, showcasing the ways they have engaged with each other in joint work and with local government. Through this, the book supports a professional and politicized dialogue about teaching and teacher education, offering a meaningful account of how to fashion a form of educative schooling for students and families with complex needs. Written by a dynamic and experienced author, this book brings Beckett’s experience to bear on a controversial and complex area – addressing the general trend towards increased regulatory policy in education. It is an essential read for anyone interested in a rich analysis of how practitioners can work to reassert their professional voice and regain control of schools and teacher education, and will also appeal to those interested in the larger project of restoring school democracy.

Democratic Education In Practice

Author : Matthew Knoester
ISBN : 9780807772003
Genre : Education
File Size : 29. 93 MB
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The Mission Hill School, founded by MacArthur Award winner Deborah Meier and colleagues in 1997, is a small public school that has rethought almost everything about the process of teaching and learning. Beyond richly describing and evaluating this high-achieving school, the author argues that democratic education is increasingly difficult in this era of testing and standardization and that a school such as Mission Hill must be continually thoughtful, innovative, and courageous in counteracting systemic inequality. This in-depth examination is essential reading for anyone interested in how to better understand seemingly intractable problems related to urban public education in the United States. Book Features: An exemplary model of democratic education that shows the inner workings of a largely teacher-governed school.A rare example of an urban school implementing Dewey-influenced progressive pedagogy.In-depth descriptions of an anti-racist and culturally relevant pedagogy and curriculum.A close examination of successful practices, including shared decision making, intensive problem solving, and looking at student work. Matthew Knoester is a National Board Certified Teacher and former teacher at the Mission Hill School in Boston. He received his Ph.D. in Curriculum and Instruction from the University of Wisconsin-Madison and is currently Assistant Professor of Education at the University of Evansville. “Matthew Knoester has done us an enormous favor by showing us, in detail, what could be—one example of how schools can be the building blocks for democracy, recreating community for all to taste, feel, hear, and see.” —From the Foreword by Deborah W. Meier “This is exactly the kind of book that is so necessary at this time. Schools can be respectful, responsive, and caring places. Matthew Knoester gives us a detailed picture of such a school. If more people would read books such as this, the national debate on education would be all the better for it.” —Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin–Madison “Knoester’s account of the Mission Hill School captures the ‘habits of mind’ needed if public schools are to be truly democratic in spirit and in practice, centered on the children, and, as Deborah Meier so powerfully advocates, protected from those policies and social forces that accept and perpetuate disengagement and inequality in our children's education.” —Linda McSpadden McNeil, Professor of Education, Rice University; author of Contradictions of School Reform “To those who have never seen the Mission Hill School in Boston, it may sound like a magical place. The good news is that it is real and Knoester shows us through his compelling narrative how and why they have been able to achieve so much. For educators, students, and parents this book will be a source of inspiration. At a time when our policymakers and many so-called reformers are actively undermining support for public education, this important book will serve as a reminder that we can do a much better job at educating all children.” —Pedro Noguera, Executive Director,Metropolitan Center for Urban Education, New York University

Constructing A Stance Toward Inquiry Lessons From The National Writing Project

Author : Kimberly Denise Jaxon
ISBN : UCAL:C3521553
Genre :
File Size : 42. 19 MB
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From Preservice To Inservice

Author : Lisa H. Bennett
ISBN : 1303537699
Genre :
File Size : 48. 76 MB
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Practitioner inquiry holds promise of sharpening teachers' focus on individual learners. It may also promote ongoing reflection on practices and guide construction of local, context-specific forms of knowledge. More work is needed, however, to understand if inquiry, introduced during preservice, leads to an ongoing disposition. Therefore, I examined perspectives of graduates of the English language arts (ELA) strand of one inquiry-infused program at various touch points over time, as well as the forms of inquiry undertaken at those various touch points, in order to understand the degree to which and ways in which inquiry stance has evolved in program graduates' practices over time. After reporting broadly on teachers' inquiry perspectives and experiences through analysis of questionnaire data, a focus group, and findings from an earlier program of research, I present four case studies of teachers' engagements with inquiry, along with their inquiry perspectives at several touch points over time. Each focal teacher's experiences and perspectives, findings across cases, and developing inquiry dispositions are detailed in order to facilitate understanding of tensions that arise as teachers enact various elements of inquiry in their practices and report on their various views and perspectives. Inquiry, at least for participants in this study, promoted belief in the practice as a method for learning about one's students, evaluating one's teaching, and developing practices for teaching content. Although evidence pointed to strong perspectives of the strength of inquiry as method for situated teacher learning, teachers' engagements with inquiry occurred at varying degrees. Some practices were taken up while others were left behind as teachers conducted unscaffolded inquiries in practice. Inquiry, as conceptualized in the ELA strand of the teacher education program studied here, shows promise as a method for guiding teachers to make informed decisions about how to best meet their linguistically and culturally diverse students' particular needs. By enacting a form of inquiry that is steeped in data and is responsive to content, teaching context, and a community of inquiry, teachers can hone in on their students' varied needs and explore a range of practice to meet those needs.

Transforming Teaching And Learning With Active And Dramatic Approaches

Author : Brian Edmiston
ISBN : 9781136299407
Genre : Education
File Size : 81. 42 MB
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A CHOICE Outstanding Academic Title 2014! How can teachers transform classroom teaching and learning by making pedagogy more socially and culturally responsive, more relevant to students’ lives, and more collaborative? How can they engage disaffected students in learning and at the same time promote deep understanding though high-quality teaching that goes beyond test preparation? This text for prospective and practicing teachers introduces engaging, innovative pedagogy for putting active and dramatic approaches to learning and teaching into action. Written in an accessible, conversational, and refreshingly honest style by a teacher and professor with over 30 years' experience, it features real examples of preschool, elementary, middle, and high school teachers working in actual classrooms in diverse settings. Their tales explore not only how, but also why, they have changed the way they teach. Photographs and stories of their classroom practice, along with summarizing charts of principles and strategies, both illuminate the critical, cross-curricular, and inquiry-based conceptual framework Edmiston develops and provide rich examples and straightforward guidelines that can support readers as they experiment with using active and dramatic approaches to dialogue, inquiry, building community, planning for exploration, and authentic assessment in their own classrooms.

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