Teaching Critical Inquiry and Applied Research PDF Download

Author: Christopher Benedetti
Publisher: Stylus Publishing, LLC
ISBN: 1975505352
Category : Education
Languages : en
Pages : 297

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Book Description
A key distinction between an education doctorate, or Ed.D., and other doctorates in the field of education is the development of scholar practitioners armed with knowledge and skills to successfully lead change in their profession. Critical inquiry is one such skill, increasingly taught in many Ed.D. programs in some form of applied research methodology. Teaching Critical Inquiry and Applied Research: Moving Beyond Traditional Methods gathers insights from Ed.D. faculty regarding how the teaching of applied research occurs to develop scholar practitioners prepared to bring change to their respective professional fields. The 13 chapters provide a broad coverage of related topics, which includes advocacy and leadership through research, innovative features of methods courses, and methodology-focused program redesign. Each chapter includes strategies and recommendations for others interested in implementing something similar in their courses and programs. This book also captures student voices, in the form of vignettes written by students within each chapter, to illustrate the powerful impact of learning related to critical inquiry and applied research. Teaching Critical Inquiry and Applied Research is an excellent text for classrooms devoted to critical research, critical pedagogy, and other courses.

Author: Joe L Kincheloe
Publisher: Routledge
ISBN: 1136623094
Category : Education
Languages : en
Pages : 298

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Book Description
Teachers as Researchers urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themselves. Teachers are being encouraged to carry out research in order to improve their effectiveness in the classroom, but this book suggests that they also reflect on and challenge the reductionist and technicist methods that promote a 'top down' system of education. It argues that only by engaging in complex, critical research will teachers rediscover their professional status, empower their practice in the classroom and improve the quality of education for their pupils. Now re-released to introduce this classic guide for teachers, the new edition of Teachers as Researchers now also includes an introductory chapter by Shirley R. Steinberg that sets the book within the context of both the subject and the historical perspective. In addition, she also provides information on some key writing that extends the bibliography of this influential book thereby bringing the material fully up to date with current research. Postgraduate students of education and experienced teachers will find much to inspire and encourage them in this definitive book.

Author: Carolyn A. Babione
Publisher: John Wiley & Sons
ISBN: 1118588738
Category : Education
Languages : en
Pages : 336

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Book Description
Teacher inquiry helps improve educational outcomes Practitioner Teacher Inquiry and Research explores the concept and importance of the teacher practitioner, and prepares students in teacher education courses and programs to conduct research in the classroom. Author Carolyn Babione has extensive experience in undergraduate- and graduate-level teacher training and teacher inquiry coursework. In the book, Babione guides students through the background, theory, and strategy required to successfully conduct classroom research. The first part of the book tackles the "how-to" and "why" of teacher inquiry, while the second part provides students with real-life practitioner inquiry research projects across a range of school settings, content areas, and teaching strategies. The book's discussion includes topics such as: Underlying cultural and historical perspectives surrounding the teaching profession Hidden stereotypes that limit teacher beliefs about power and voice Current curriculum innovation and reflections on modern developments Practitioner Teacher Inquiry and Research successfully guides and encourages budding teachers to fully understand the importance of their involvement in studying and researching their classroom settings, giving a better understanding of how their beliefs and teaching practices impact classroom learning.

Author: Joe L. Kincheloe
Publisher: Psychology Press
ISBN: 9780415276450
Category : Education
Languages : en
Pages : 312

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Book Description
This book provides a critique of teachers' work in a era marked by top-down technical standards. It urges teachers to engage in the debate on educational research by undertaking meaningful teacher research.

Author: Tricia M. Kress
Publisher: Springer Science & Business Media
ISBN: 9789400717909
Category : Education
Languages : en
Pages : 258

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Book Description
Critical Praxis Research (CPR) is a teacher research methodology designed to bridge the divide between practitioner and scholar, drawing together many strands to explain the research process not just as something teacher researchers do, but as a fundamental part of who teacher researchers are. Emphasizing the researcher over the method, CPR embraces and amplifies the skills and passions teachers naturally bring to their research endeavours. Emerging from the tradition of critical pedagogy, Critical Praxis Research: Breathing New Life into Research Methods for Teachers transcends longstanding debates over quantitative vs. qualitative and scholar vs. practitioner research. The text examines the histories and current applications of common methodologies and re-conceptualizes the ways that these methodologies can be used to enhance teachers’ identities as practitioners and researchers. It also provides a critical examination of the role of Institutional Review Boards, and explores the complexity and ethics of data collection, data analysis, and writing. Through guiding questions and writing prompts, the author encourages readers to think through the process of design and conducting CPR. The text is theoretically rich, but written in an accessible style infused with metaphor, irony, and humour. Critical Praxis Research: Breathing New Life into Research Methods for Teachers is both instructive and uplifting, sending the message that research is difficult but also joyful, like life itself.

Author: Edwin Nii Bonney
Publisher: Rowman & Littlefield
ISBN: 1538180189
Category : Education
Languages : en
Pages : 245

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Book Description
Written by K12 educators for K12 educators, this ground-breaking, practical continuous improvement resource provides a plethora of practical tools, processes, and advice for any school teams to adapt and use in their own settings.

Author: Leonard Webster
Publisher: Routledge
ISBN: 1134182031
Category : Education
Languages : en
Pages : 252

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Book Description
This book provides a much needed up-to-date introduction to the topic of narrative inquiry – which has seen a growing interest in recent years. Narrative inquiry provides researchers with a framework through which they can investigate the ways humans experience the world depicted through their stories. The book looks at how this method can effectively be applied as a means of research in a range of contexts, including flexible, open and distance or workplace learning. It demonstrates the value and utility of employing narrative as a research tool in a range of teaching and learning settings and includes chapters on background, methodology and case studies to illustrate the application of narrative inquiry as a research method.

Author: Konstantinos Alexakos
Publisher: Springer
ISBN: 9463002952
Category : Education
Languages : en
Pages : 122

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Book Description
Using a sociocultural approach to critical action research, this book is a primer in doing reflexive, authentic inquiry research in teaching and learning for educators as teacher | researchers. Rather than the artificial dichotomy between theory and practice, the roles of teacher and researcher are instead seen in a dialectic relationship (indicated by the symbol | in teacher | researcher) in which each informs and mediates the other in the process of revising and generating new knowledge that is of benefit to those being researched. In addition to providing a theoretical foundation for authentic inquiry, Being a Teacher | Researcher provides a detailed framework with ideas and strategies that interested educators can apply in exploring teaching and learning in both formal and informal settings. It provides concrete examples of how to use authentic inquiry as a basis for collaborating with others to improve the quality of teaching and learning while cogenerating new theory and associated practices that bridge what has been described as a theory-practice divide. Included in this book are how to plan and carry out authentic inquiry studies, choosing appropriate methodologies, methods of data collection and analysis, negotiating research with human participants, using authenticity criteria and characteristics, and addressing challenges and conflicts for teacher | researchers. As a primer, this book serves the needs of many different populations including prospective and practicing teachers, teacher educators, beginning researchers and seasoned researchers who are making changes to what and how they research.

Author: Marilyn Cochran-Smith
Publisher: Teachers College Press
ISBN: 080777216X
Category : Education
Languages : en
Pages : 417

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Book Description
In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and around the world to ally their work with others as part of larger social and intellectual movements for social change and social justice. Part I is a set of five essays that conceptualize inquiry as a stance and as a transformative theory of action that repositions the collective intellectual capacity of practitioners. Part II is a set of eight chapters written by eight differently positioned practitioners who are or were engaged in practitioner research in K–12 schools or teacher education. Part III offers a unique format for exploring inquiry as stance in the next generation—a readers’ theatre script that juxtaposes and co-mingles 20 practitioners’ voices in a performance-oriented format. Together the three parts of the book point to rich possibilities for practitioner inquiry in the next generation. Contributors: Rebecca Akin, Gerald Campano, Delvin Dinkins, Kelly A. Harper, Gillian Maimon, Gary McPhail, Swati Mehta, Rob Simon,and Diane Waff “Cochran-Smith and Lytle once again prove themselves to be among the best at melding theory and practice. Instead of merely making the case for practitioner inquiry they go the next step to show us exactly what this genre brings to our field—rigor, relevance, and passion. The interplay of conceptual clarity and powerful exemplars make this a text we will read well into the next decade.” —Gloria Ladson-Billings, University of Wisconsin–Madison “Once again, Marilyn Cochran-Smith and Susan Lytle point the way to new and hopeful understandings of practitioner research. Rather than blame teachers for all that is wrong with education, they and their fellow authors remind us that if school reform is to have any chance of fulfilling its stated goal of equal opportunity for all students, teachers must have a significant voice in research, policy, and practice. With its focus on social justice and its view of practitioner research as transformative, this is a powerful and welcome sequel to their classic Inside/Outside.” —Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst “Inquiry as Stance should be a blockbuster. This brilliant sequel re-calibrates relationships between practitioner inquiry and social justice.” —Carole Edelsky, Professor Emerita, Arizona State University “This optimistic and generous book is sure to become a central reference for teacher-researchers in K–16 schools and their colleagues and supporters throughout the system.” —Elyse Eidman-Aadahl, Director, National Programs and Site Development, National Writing Project, University of California, Berkeley “This view of the intellectual and personal work of teaching is a major counter to the contemporary emphasis on testing and packaged curricula.” —Cynthia Ballenger, reading specialist, Cambridge Public Schools “Once again Cochran-Smith, Lytle, and their colleagues bring us an invaluable book on the enormous possibilities of practitioner research.” —Luis C. Moll, College of Education, University of Arizona

Author: Jill Alexa Perry
Publisher: Myers Education Press
ISBN: 1975505506
Category : Education
Languages : en
Pages : 137

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Book Description
The intent of Challenges in (Re)designing EdD Programs: Supporting Change with Learning Cases is to provide faculty, who are seeking to redesign their EdD programs into professional practice doctorate, with case examples that describe common challenges and pitfalls encountered during the redesign process. Each of the cases portray real situations generated from case study research conducted by the chapter authors. Each case is comprised of three parts: a) a contextual overview of the challenge or problem, b) case study notes that ground the challenge or problem in literature and provide deeper understanding of the issues at hand, and c) a set of discussion questions that will guide faculty in conversation about similar issues they may face in their own program redesign. This volume is an invaluable resource for program leaders, faculty, and graduate students involved in EdD programs.