Teachers Doing Research
The Power of Action Through Inquiry, 2nd Edition
Edited by Gail E. Burnaford, Joseph Fischer, David Hobson
Routledge – 2000 – 416 pages
This popular text describes the processes of doing teacher action research. But it is much more than a dry presentation of "methods." Filled with examples of teacher action research projects, provided by teachers themselves, the book places teachers at the heart of the action research process. Teachers' own writing about their work and research questions is featured in 11 examples of teacher action research conducted in a range of settings, grade levels, and content areas.
The second edition of Teachers Doing Research is fully updated and substantially reorganized and revised, including four totally new chapters and six new teacher stories. This edition:
*provides more specifics on teacher action research processes and a variety of methodological options for teachers who do research in their classrooms and schools (Chapters 1-5);
*includes more specifics on data collection and interpretation methods (Chapter 3);
*balances a detailed introduction to technology for novice researchers with discussion of issues and questions related to technology-based teacher research (Chapter 4). Information on Web sites related to topics addressed in the chapters and teacher research stories is integrated throughout the book. A new Teachers Doing Research Web site (www.teachersdoingresearch.com) invites readers, teacher research participants, preservice candidates, and teacher educators to participate in dialogue with the authors and editors of this text, and with each other;
*gives expanded attention to teacher action research with preservice teachers and to university/school collaboration (especially in Chapter 6);
*examines the connections between teacher action research and the larger arena of educational research (Chapter 8);
*broadens the context for teacher action research, through discussion of its influence on school reform both in the United States and internationally. International examples of urban teacher research are included (Chapter 9); and
*offers new In Practice sections to engage readers in opportunities to respond to what they are reading and to try out related activities.
"Throughout the book are many concrete illustrations of ways artists and classroom teachers have successfully worked together. Arts integration "snapshots" are enlivened with a number of black-and-white photographs and diagrams; an insert of 30 color photos provides further on-the-scene backup examples. The attention paid to inclusion of cultural relevance and multiple intelligence theory is well evident. The helpful array of appendices includes a list of funding sources, sample projects, scope-and-sequence charts, assessment instruments, a selective bibliography, Web sites, a state arts agency directory-and more! In sum, this is a very useful addition to the professional library of classroom teachers, arts specialists, and educational policymakers."
Contents: Preface. Introduction. Part I: Ways of Doing Teacher Action Research. D. Hobson, Action and Reflection: Narrative and Journaling in Teacher Research. J.C. Fischer, Action Research Rationale and Planning: Developing a Framework for Teacher Inquiry. G. Burnaford, Teachers' Work: Methods for Researching Teaching. D. Hobson, L. Smolin, Teacher Researchers Go Online. In Practice--Part I: Teachers Doing Research. N. Brankis, Discovering the Real Learner Within: Journal Keeping With Second-Grade Children. E. Koller, Overcoming Paradigm Paralysis: A High School Teacher Revisits Foreign Language Education. W. Shilkus, Racing to Research: Inquiry in Middle School Industrial Arts. R. Moon, The Personal and the Professional: Learning About Gender in Middle School Physical Education. M.C. Stephens, LAPTOPS: Language Arts for Students With Learning Disabilities: An Action Research Curriculum Development Project. Part II: School and Professional Contexts. D. Hobson, Learning With Each Other: Collaboration in Teacher Research. G. Burnaford, School and University Teacher Action Research: Maintaining the Personal in the Public Context. L.S. Tafel, J.C. Fischer, Teacher Action Research and Professional Development: Foundations for Educational Renewal. In Practice--Part II: Teachers Doing Research. J.L. Whitcomb, When the Mountain and Mohammed Meet: Teachers and University Projects--A Model For Effective Research Collaboration. V. Schaffel, Shifting Gears: An Urban Teacher Rethinks Her Practice. J. Samuel, S. Sheldon, Piecing Our Past Through Artistic Inquiry: Students and Teachers as Co-Researchers in an Urban Elementary School. K. Visconti, Leading a School-Based Study Group: My Personal Path to Renewal. N. Hubbard, Three Contexts for Exploring Teacher Research: Lessons About Trust, Power, and Risk. J.C. Senese, The Action Research Laboratory as a Vehicle for School Change. Part III: The Larger Arena. S. Jungck, How Does It Matter? Teacher Inquiry in the Traditions of Social Science Research. J.C. Fischer, N. Weston, Teacher Research and School Reform: Lessons From Chicago, Curitiba, and Santiago. In Practice--Part III. O. van den Berg, Afterword: The Three P's in Teacher Research: Reflecting on Action Research From Personal, Professional, and Political Perspectives.