Synopsis
Harness the power of classroom data with the bestselling, updated guide to professional learning through inquiry and analysis.
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
About the Authors
Nancy Fichtman Dana is professor of education and distinguished teaching scholar 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 Belgium, the Netherlands, China, South Korea, Estonia, Slovenia, Spain, and Portugal. She has published 12 books and more than 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 for her teaching, research, and writing. Among them are the Association of Teacher Educators Mentoring and Distinguished Research in Teacher Education awards, the Carnegie Project on the Education Doctorate’s David G. Imig Distinguished Service Award, the National Staff Development Council (now Learning Forward) Book of the Year Award, and was one of three finalist in Baylor University’s prestigious Robert Foster Cherry Award for Great Teaching 2020 competition. Before joining the faculty at University of Florida in 2003, she worked at The Pennsylvania State University for 11 years, creating and launching their award-winning inquiry-based Professional Development School program with the State College Area School District. At the University of Florida, she worked to embed inquiry as a signature pedagogy into the undergraduate teacher education program, as well as developed and taught three popular classes on inquiry at the master’s and doctoral levels. In partnership with the Lastinger Center for Learning, Dana led the development and implementation of inquiry-based professional development for teachers across the state that included several of the nation’s largest school districts. Further, she was instrumental in the development of UF’s Teacher Leadership for School Improvement Program and Professional Practice Doctorate in Teachers, Schools, and Society, both national award winning programs that highlight inquiry as a signature program feature and have been recognized by U.S. News & World Report as the #1 Online Graduate Education Programs in the nation.
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.
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