Practitioner Teacher Inquiry and Research.

Practitioner Teacher Inquiry and Research -- Contents -- List of Tables, Figures, and Exhibits -- Preface -- Acknowledgments -- The Author -- The Contributors -- Part 1: Perspectives, Strategies, and Methodologies -- Chapter 1: Developing a Concept of Practitioner Teacher Inquiry -- How to Define Research -- Positivism and Interpretive Research -- Practitioner Teacher Inquiry Study -- Intentional Reflectivity -- Practitioner Teacher Perspectives -- Terminologies -- Complexities for Developing Inquiry Identity -- Complex Teacher Identity -- Teacher Dispositions -- Caring as a Disposition -- Mother Teacher Stereotypes -- Teacher Language and Professional Identity -- The Language of Science -- Those Who Can't -- Summary -- Discussion Questions -- Chapter 2: School Change and Teacher Inquiry Identity -- Postmodern Schooling -- Impact of Shifting Economies -- Marketization Trends -- Evidence-Based Practices -- Organizational Control -- Effects on Identity -- Influence of Emotional Labor -- Rewards of Emotional Labor -- Costs of Emotional Labor -- Crafting Inquiry Possibilities for Improving Schools -- Building New Curriculum and Pedagogy -- New Possibilities for School Culture -- Areas of Inquiry -- Studying Identity in Flux -- Unveiling Power Structures -- Summary -- Discussion Questions -- Chapter 3: Inquiry Communities for Learning and Change -- Educators as Inquirers -- Individual Study -- Teacher Communities of Inquiry -- Site-Based Inquiry -- Critical Friends -- Lesson Study Groups -- Collaborative Youth Inquiry -- Youth and Social Identity -- Youth Participation in Inquiry -- Student Impact on Professional Identity -- Inquiry Action Studies -- Youth Action Study -- Community-Engaged Action -- Building Inquiry with Parents -- University Partnerships -- Studying with Community Groups -- Community Impact on Teacher Identity -- Summary.

Discussion Questions -- Chapter 4: Where We Begin Practitioner Teacher Inquiry -- Finding a Focus -- The Possibility of Change -- The Power of Everyday Imagining -- Capturing Thoughts through Journaling -- Writing a Problem Statement -- Formalizing Problem-Solving -- Describing the Context -- Seeking Expertise from Others -- Literature Review -- Theory -- Theory and Inquiry Study -- Folk Theories -- Craft Knowledge -- Philosophical Orientations -- Philosophical Conflicts -- Teacher as Research Instrument -- Summary -- Discussion Questions -- Chapter 5: Guidelines for Collecting Data -- Ethical Issues, Choices, and Challenges -- Research Norms -- Review Committees -- Outsider Studies in School Settings -- Qualitative Studies in Schools -- Ethical Dilemmas for Insiders -- Seeking Direction from Administration -- Due Diligence -- Risk and Harm -- Trust Issues -- Care and Action -- Data Collection -- Relational Versus Scientific Data -- Flexible Design -- Data from People -- Surveys -- Interviews -- Observations -- Descriptive Accounts Data -- Documents -- Case Studies -- Electronic Data Collection -- Summary -- Discussion Questions -- Chapter 6: Analyzing, Interpreting, and Managing Inquiry Study -- Data Analysis and Interpretation -- Sorting and Organizing -- Classifying and Conceptualizing -- Coding Data -- Computer-Assisted Analysis -- Sense Making and Interpretations -- Strengthening Inferences -- Researcher Positioning -- Saturation Point -- Managing the Study -- Planning and Organizing -- Contextual Considerations -- Intrusions -- Ensuring Emic Perspectives -- Member Checking -- Written Discourses -- Instruments -- Transcriptions -- Notes and Logs -- Technology Assistance for Management -- Summary -- Discussion Questions -- Chapter 7: Sharing and Changing School Culture -- Communicating New Knowledge and Understandings -- Presenting -- Publishing.

The Traditional Publication Process -- Other Publication Avenues -- Format and Style -- Narrative Writing -- Accuracy and Credibility -- The Self in Writing -- Bias and Emotions -- Writing as Habit -- Writing with Others -- Grant Writing -- Collective Thinking and Decision Making -- Building Team Thinking -- Problem Solving and Creative Thinking -- Bottom-Up Leadership -- Top-Down Management -- Technology-Driven Problem Solving -- Super Crunching -- Summary -- Discussion Questions -- Part 2: Teacher Inquiry into Practice -- Chapter 8: Blogging in the LA Classroom: How Do We Do It Better? -- Context -- School and Community Description -- Problem Statement -- Literature Review -- Design -- Data Analysis -- Conclusion -- Discussion Questions -- Chapter 9: Struggles and Successes of Problem-Based Learning -- Problem Statement -- Theoretical Framework -- Study Overview -- Effective Strategies for Project-Based Learning Experiences -- Conclusion -- Discussion Questions -- Chapter 10: Teaching Social Skills with Picture Books -- Context -- Problem Statement -- Literature Review -- Design -- Data Analysis -- Conclusion -- Discussion Questions -- Chapter 11: Increasing Readership of Online Student Publications -- Context -- Description of Study -- Assessment and Analysis -- Conclusion -- Discussion Questions -- Chapter 12: One-to-One iPad Initiative Review -- Problem Statement -- Literature Review -- Research Design -- Data Analysis -- Conclusion -- Discussion Questions -- Chapter 13: The Vegas Effect: A Personal Reflection on the Obstacles to Doing Education Research -- Obstacle Set 1 -- Obstacle Set 2 -- Research Aspirations -- Obstacle Set 3 -- Conclusion -- Discussion Questions -- Chapter 14: Transferring Oral Phonemic Skills to Written Form -- Problem Statement -- Literature Review -- Research Design -- Data Analysis -- Conclusion -- Discussion Questions.

Chapter 15: Connecting Socially Through a Morning Meeting Approach -- Context -- Conducting the Study -- Findings and Results -- Conclusion -- Discussion Questions -- Glossary -- Index -- Credits -- End User License Agreement.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.