The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry (NULL)

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9781483331980: The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry (NULL)
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Harness the power of classroom data with the bestselling, updated guide to professional learning through inquiry and analysis. 

In this third edition of the renowned approach to teacher inquiry and data analysis, the authors add forward-thinking substance to their methods of formulating action research questions, collecting and analyzing data, and creating lasting solutions. 

In addition to illustrative real-life examples and practical exercises, new features include: 

  • An expanded data analysis chapter that introduces formative data analysis and its role in teacher research.
  • Techniques for using inquiry to effectively implement Common Core State Standards. 
  • A brand-new chapter on ethical issues in teacher research.

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From the Back Cover:

This updated bestseller offers both an in-depth examination of teacher inquiry as well as step-by-step instructions, giving prospective and practicing teachers everything they need to engage in this vital process.

About the Author:

Nancy Fichtman Dana is currently professor of education in the School of Teaching and Learning at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her PhD from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked extensively in supporting schools, districts and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including China, South Korea, Belgium, Portugal, The Netherlands, Slovenia, and Estonia. She has published ten books and over 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Dana has received many honors, including the Association of Teacher Educator’s Distinguished Research in Teacher Education Award and the National Staff Development Council (now Learning Forward) Book of the Year Award, both honoring Dana and Yendol-Hoppey’s work related to practitioner inquiry.


Diane Yendol-Hoppey is a professor of education and dean in the College of Education and Human Services at the University of North Florida. Prior to her appointment at the University of North Florida, she served as the associate dean of educator preparation and partnerships at the University of South Florida, director of the Benedum Collaborative at West Virginia University and taught for many years at the University of Florida where she was the evaluator of numerous district, state, and national professional development efforts. Before beginning her work in higher education, Diane spent 13 years as an elementary school teacher in Pennsylvania and Maryland. She holds a PhD in curriculum and instruction from The Pennsylvania State University. Diane’s current work explores national and international research focusing on teacher education clinical practice, job-embedded professional learning, and teacher leadership. Diane received the AERA Division K Early Career Research Award for her ongoing commitment to researching innovative approaches to professional development. She has published six books and over 60 articles in professional journals.


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