The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry
Dana, Nancy Fichtman; Yendol-Hoppey, Diane
Language: English
Published by Corwin Publishers, 2014
- Softcover
- Used
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Seller Inventory # G1483331989I4N00
- Title
- The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry
- Author
- Dana, Nancy Fichtman; Yendol-Hoppey, Diane
- Publisher
- Corwin Publishers
- Publication year
- 2014
- Condition
- Very Good
- Dust jacket
- No Jacket
- Binding
- Paperback
- Language
- English
- ISBN 10
- 1483331989
- ISBN 13
- 9781483331980
- Edition
- 3rd Edition
- Item weight
- 1.22 pounds
The Reflective Guide to Classroom Research has opened the eyes of educators everywhere to teacher inquiry and data analysis as pathways to amazing results in the classroom.
This third edition adds forward-thinking substance to the authors’ renowned methods of formulating action research questions, collecting and analyzing data, and using it to create lasting solutions.
In addition to diverse real-life anecdotes and practical exercises in every chapter, 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.
- A content-rich accompanying website.
The modern world is increasingly driven by data. With this book, you can utilize it to ensure your classroom is ready for tomorrow’s challenges.
Praise for the Second Edition:
"Like all illuminating teacher inquiry, this book asks relevant and intriguing questions, the very questions teacher researchers ask most often. The authors offer a step-by-step guide to answering those questions, deeply grounded in the work of elementary, middle, and high school teacher researchers."
―JoBeth Allen, Professor of Language and Literacy Education
University of Georgia
"Synopsis" may belong to another edition of this title.
About the Author
Diane Yendol-Hoppey is professor of teacher education in the College of Education and Human Services at the University of North Florida. She has served as dean, associate dean of educator preparation and partnerships, department chair, and center director. She 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, Yendol-Hoppey 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. Yendol-Hoppey’s current work explores national and international research focusing on teacher education clinical practice, job-embedded professional learning, and teacher leadership. Yendol-Hoppey has received the AERA Division K Early Career Research Award and the ATE Distinguished Teacher Educator Award for her ongoing commitment to researching innovative approaches to teacher learning. She has published six books, more than 60 articles in professional journals, and secured 20 million in external funding to support teacher learning.
"About the title" may belong to another edition of this title.
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