{"product_id":"practitioner-teacher-inquiry-and-research-isbn-9781118588734","title":"Practitioner Teacher Inquiry and Research","description":"\u003cb\u003eTeacher inquiry helps improve educational outcomes\u003c\/b\u003e  \u003cp\u003e\u003ci\u003ePractitioner Teacher Inquiry and Research\u003c\/i\u003e explores the concept and importance of the teacher practitioner, and prepares students in teacher education courses and programs to conduct research in the classroom. Author Carolyn Babione has extensive experience in undergraduate- and graduate-level teacher training and teacher inquiry coursework. In the book, Babione guides students through the background, theory, and strategy required to successfully conduct classroom research. The first part of the book tackles the \"how-to\" and \"why\" of teacher inquiry, while the second part provides students with real-life practitioner inquiry research projects across a range of school settings, content areas, and teaching strategies. The book's discussion includes topics such as:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eUnderlying cultural and historical perspectives surrounding the teaching profession\u003c\/li\u003e \u003cli\u003eHidden stereotypes that limit teacher beliefs about power and voice\u003c\/li\u003e \u003cli\u003eCurrent curriculum innovation and reflections on modern developments\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003ePractitioner Teacher Inquiry and Research\u003c\/i\u003e successfully guides and encourages budding teachers to fully understand the importance of their involvement in studying and researching their classroom settings, giving a better understanding of how their beliefs and teaching practices impact classroom learning.\u003c\/p\u003e  \u003cp\u003eList of Tables, Figures, and Exhibits vii\u003c\/p\u003e \u003cp\u003ePreface ix\u003c\/p\u003e \u003cp\u003eAcknowledgments xix\u003c\/p\u003e \u003cp\u003eThe Author xx\u003c\/p\u003e \u003cp\u003eThe Contributors xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1: Perspectives, Strategies, and Methodologies 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Developing a Concept of Practitioner Teacher Inquiry 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow to Define Research 3\u003c\/p\u003e \u003cp\u003eComplexities for Developing Inquiry Identity 10\u003c\/p\u003e \u003cp\u003eSummary 19\u003c\/p\u003e \u003cp\u003eDiscussion Questions 21\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 School Change and Teacher Inquiry Identity 29\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePostmodern Schooling 29\u003c\/p\u003e \u003cp\u003eCrafting Inquiry Possibilities for Improving Schools 37\u003c\/p\u003e \u003cp\u003eSummary 46\u003c\/p\u003e \u003cp\u003eDiscussion Questions 49\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Inquiry Communities for Learning and Change 55\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEducators as Inquirers 55\u003c\/p\u003e \u003cp\u003eCollaborative Youth Inquiry 61\u003c\/p\u003e \u003cp\u003eInquiry Action Studies 66\u003c\/p\u003e \u003cp\u003eSummary 74\u003c\/p\u003e \u003cp\u003eDiscussion Questions 75\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Where We Begin Practitioner Teacher Inquiry 81\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFinding a Focus 82\u003c\/p\u003e \u003cp\u003eSeeking Expertise from Others 91\u003c\/p\u003e \u003cp\u003eSummary 99\u003c\/p\u003e \u003cp\u003eDiscussion Questions 100\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Guidelines for Collecting Data 107\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEthical Issues, Choices, and Challenges 107\u003c\/p\u003e \u003cp\u003eData Collection 119\u003c\/p\u003e \u003cp\u003eSummary 132\u003c\/p\u003e \u003cp\u003eDiscussion Questions 133\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Analyzing, Interpreting, and Managing Inquiry Study 139\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eData Analysis and Interpretation 139\u003c\/p\u003e \u003cp\u003eManaging the Study 150\u003c\/p\u003e \u003cp\u003eSummary 162\u003c\/p\u003e \u003cp\u003eDiscussion Questions 163\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Sharing and Changing School Culture 167\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCommunicating New Knowledge and Understandings 167\u003c\/p\u003e \u003cp\u003eCollective Thinking and Decision Making 183\u003c\/p\u003e \u003cp\u003eSummary 191\u003c\/p\u003e \u003cp\u003eDiscussion Questions 193\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2: Teacher Inquiry into Practice 199\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Blogging in the LA Classroom: How Do We Do It Better? 201\u003cbr\u003e \u003cbr\u003e \u003c\/b\u003eKathy Anderkin\u003c\/p\u003e \u003cp\u003eContext 201\u003c\/p\u003e \u003cp\u003eSchool and Community Description 202\u003c\/p\u003e \u003cp\u003eProblem Statement 203\u003c\/p\u003e \u003cp\u003eLiterature Review 204\u003c\/p\u003e \u003cp\u003eDesign 204\u003c\/p\u003e \u003cp\u003eData Analysis 207\u003c\/p\u003e \u003cp\u003eConclusion 209\u003c\/p\u003e \u003cp\u003eDiscussion Questions 210\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Struggles and Successes of Problem-Based Learning 213\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAngela Durbin Page\u003c\/p\u003e \u003cp\u003eProblem Statement 213\u003c\/p\u003e \u003cp\u003eTheoretical Framework 215\u003c\/p\u003e \u003cp\u003eStudy Overview 218\u003c\/p\u003e \u003cp\u003eEffective Strategies for Project-Based Learning Experiences 220\u003c\/p\u003e \u003cp\u003eConclusion 222\u003c\/p\u003e \u003cp\u003eDiscussion Questions 222\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Teaching Social Skills with Picture Books 225\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBrandon La Mar\u003c\/p\u003e \u003cp\u003eProblem Statement 226\u003c\/p\u003e \u003cp\u003eLiterature Review 227\u003c\/p\u003e \u003cp\u003eDesign 229\u003c\/p\u003e \u003cp\u003eData Analysis 233\u003c\/p\u003e \u003cp\u003eConclusion 235\u003c\/p\u003e \u003cp\u003eDiscussion Questions 236\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 Increasing Readership of Online Student Publications 239\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eJames E Lang\u003c\/p\u003e \u003cp\u003eContext 239\u003c\/p\u003e \u003cp\u003eDescription of Study 240\u003c\/p\u003e \u003cp\u003eAssessment and Analysis 243\u003c\/p\u003e \u003cp\u003eConclusion 246\u003c\/p\u003e \u003cp\u003eDiscussion Questions 247\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 One-to-One iPad Initiative Review 249\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMark Lorence\u003c\/p\u003e \u003cp\u003eProblem Statement 249\u003c\/p\u003e \u003cp\u003eLiterature Review 250\u003c\/p\u003e \u003cp\u003eResearch Design 254\u003c\/p\u003e \u003cp\u003eData Analysis 255\u003c\/p\u003e \u003cp\u003eConclusion 260\u003c\/p\u003e \u003cp\u003eDiscussion Questions 264\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 The Vegas Effect: A Personal Reflection on the Obstacles to Doing Education Research 265\u003c\/b\u003e\u003cbr\u003e \u003ci\u003eMelissa Rhinehart\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eObstacle Set 1 265\u003c\/p\u003e \u003cp\u003eObstacle Set 2 266\u003c\/p\u003e \u003cp\u003eResearch Aspirations 266\u003c\/p\u003e \u003cp\u003eObstacle Set 3 267\u003c\/p\u003e \u003cp\u003eConclusion 268\u003c\/p\u003e \u003cp\u003eDiscussion Questions 270\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 Transferring Oral Phonemic Skills to Written Form  271\u003c\/b\u003e\u003cbr\u003e \u003ci\u003eResjohna Tomblin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eProblem Statement 271\u003c\/p\u003e \u003cp\u003eLiterature Review 272\u003c\/p\u003e \u003cp\u003eResearch Design 275\u003c\/p\u003e \u003cp\u003eData Analysis 277\u003c\/p\u003e \u003cp\u003eConclusion 279\u003c\/p\u003e \u003cp\u003eDiscussion Questions 282\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 Connecting Socially Through a Morning Meeting Approach 283\u003c\/b\u003e\u003cbr\u003e \u003ci\u003eKayce Ware\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eContext 283\u003c\/p\u003e \u003cp\u003eConducting the Study 286\u003c\/p\u003e \u003cp\u003eFindings and Results 287\u003c\/p\u003e \u003cp\u003eConclusion 291\u003c\/p\u003e \u003cp\u003eDiscussion Questions 293\u003c\/p\u003e \u003cp\u003eGlossary 295\u003c\/p\u003e \u003cp\u003eIndex 300\u003c\/p\u003e \u003cp\u003eCredits 314\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eCAROLYN BABIONE, P\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e a former classroom teacher, is professor emerita of education at Indiana University Southeast, a regional campus of Indiana University. While coordinating the Graduate Studies Program at Indiana University Southeast, she piloted teacher inquiry designs with area teachers and initiated the capstone teacher inquiry program requirement for graduate teacher education.\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eThe Comprehensive Text that Explores the Theoretical Understandings and Classroom Applications of Practitioner Teacher Inquiry\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003ePractitioner Teacher Inquiry and Research\u003c\/i\u003e explores the overall concept of teacher practitioner inquiry and prepares teachers and students in teacher education courses and programs to conduct research in the classroom. The text examines the fundamentals of teacher inquiry and guides teachers and students to be more qualitative, open-ended, and reflective. When applied successfully, practitioner teacher inquiry gives teachers more control over the knowledge base surrounding the teaching profession, potentially changing the nature of critical analysis in areas relating to teaching such as self-assessment, academic curriculums, impact on student learning, and society.\u003c\/p\u003e \u003cp\u003eThis comprehensive text outlines the theoretical and practical understandings of practitioner teacher inquiry and contains the background, theory, and strategy required to successfully conduct classroom research. The author provides real-life practitioner inquiry research projects from eight contemporary classroom teachers from across a range of school settings, content areas, and teaching strategies.\u003c\/p\u003e \u003cp\u003eConducted in school settings, teacher inquiry uses methodologies that help to explore and think critically, reflect on one's practice, and strengthen teaching and learning. This text is designed for use with face-to-face instruction as well as with hybrid and online teaching formats and includes questions at the end of each chapter as well as websites with additional information.\u003c\/p\u003e \u003cp\u003e\u003ci\u003ePractitioner Teacher Inquiry and Research\u003c\/i\u003e successfully guides and encourages current and future teachers to gain a better understanding of the importance of their involvement in the study and research of their classroom settings.\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989837988069,"sku":"NP9781118588734","price":60.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118588734.jpg?v=1761785632","url":"https:\/\/k12savings.com\/products\/practitioner-teacher-inquiry-and-research-isbn-9781118588734","provider":"K12savings","version":"1.0","type":"link"}