Inquiring in the Classroom

Joanne Pearson is Senior Lecturer in Education at Leeds Metropolitan University, UK, where she is Course Leader of the Masters in Teaching and Learning (MTL) and other Masters routes. Nick Mitchell is a Lecturer in Education and Teacher Continuing Professional Development (CPD) at Leeds Metropolitan University where he is course leader for the National Award in SEN Coordination.

• Notes on Contributors / Foreword / Introduction: Why Should Teachers Inquire and What Questions Should They Ask? Nick Mitchell and Joanne Pearson / Part I: The Tools of Teacher Inquiry / 1. Reading for Teacher Inquiry Jayne Price / 2. Research on Teaching: How Teachers Can Use Data to Reflect on their Practice Louise Tracey and Matt Homer / 3. Research in Teaching: How to Harness Everyday Teaching Activities as Teacher Inquiry Methods Fiona Woodhouse / Part II: Inquiring into the Mechanics of Teaching and Learning / 4. Inquiring into Teaching, Learning and Assessment Claire E. Smith and Barbara Hibbert / 5. Inquiring into Subject Knowledge Nick Mitchell and Joanne Pearson / 6. Inquiring into Children's Development and Behaviour Dean Pearson / 7. Inquiring into Inclusion Melanie Garlick, Cath Lawes and Katie Hall / 8. Inquiring into Collaborative Working Brendan Higgins and Erica Mace / 9. Inquiring into Leadership and Management Ian Price and Nick Mitchell / Part III: Sharing your Findings / 10. Presenting Teacher Inquiry Nick Mitchell and Joanne Pearson / Index

I think the authors are to be congratulated for producing an introductory textbook on classroom-based inquiry which is highly readable and accessible to a wide audience. Each chapter offers supportive ideas and suggestions as to how teachers can undertake practice-based inquiry with the aim of improving even further their role as educators. The authors state their purpose is "to empower teachers at all levels to make themselves better teachers and ultimately provide a better education for children and young people". This excellent book goes a very considerable way to achieving this aim and I would recommend this without hesitation to all those who are serious about classroom-based inquiry.