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The Art of Classroom Inquiry: A Handbook for Teacher-Researchers
Synopses & Reviews
Glenda Bissex writes, "A teacher-researcher may start out not with a hypothesis to test, but a wondering to pursue." The Art of Classroom Inquiry is the first handbook published specifically for teacher-researchers, showing teachers how they can carefully and systematically pursue their wonderings through research. In crisp, jargon-free prose, Ruth Hubbard and Brenda Power present the nuts and bolts of research strategies. In these pages you'll find a wealth of interviewing and note-taking techniques, methods for categorizing data, and avenues for publishing research. The text includes "extensions" at the end of each chapter — hands-on activities designed to help teachers test out research methods and hone their skills.
Hubbard and Power have worked for several years with teacher-researchers from across the country. This book puts a human face on research. Over eighty examples of teachers evolving as researchers are featured. Their stories of individual growth demonstrate why and how teacher research is transforming the ways teachers view themselves and their classrooms.
Much more than just a collection of research techniques, The Art of Classroom Inquiry is a celebration of what is possible in classrooms when teachers pursue their wonderings, asking and answering their own questions about learning.
The Art of Classroom Inquiry shows teachers how they can carefully and systematically pursue their wonderings through research.
About the Author
BRENDA POWER is an associate professor of literacy at the University of Maine, where she teaches courses in literacy methods and teacher inquiry. She is author of Long Roads, Short Distances: Teaching Writing and Writing Teachers (1997), coauthor of The Art of Classroom Inquiry: A Handbook for Teacher-Researchers (1993), and coeditor of Literacy in Process: The Heinemann Reader (1991)--all published by Heinemann.RUTH SHAGOURY HUBBARD has worked at Lewis and Clark College for twelve years. She has experience teaching a range of studentschildren, adolescents, and adultsin public schools, workshops, and community settings. She now works with preservice and inservice teachers in the graduate school at Lewis and Clark coordinating the language and literacy program.
Table of Contents
Try to Love the Questions Themselves: Finding and Framing
a Research Question
The Artist's Toolbox: Strategies for Data
Form and Function: The Research Design
:Strategies for Data Analysis
The Legacy of Distant Teachers
:Creative Review of Literature
Writing up Research
Are Not Alone: Finding Support for Your Research Appendixes: A.
Research Designs B. Incentive Education Project Proposal Form C.
Teacher-Researchers D. Resources for Publication
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