This uniquely fascinating text captures the inquiries, explorations, and discoveries documenting the lived experiences of an array of practicing classroom teachers enrolled in a graduate program focused on reflectivity. Authored by classroom teachers/graduate students, each chapter contextualizes the teacher's primary concerns. Offering a succinct literature review, research methodology, data collection, and research findings, each chapter smoothly applies theory and research to practice and purpose. Through reflectivity, the authors make powerful connections between and among their concerns and the learning; their concerns and the teaching, their concerns and past educational scholarship, and their concerns and future educational practices. Collectively, the authors' concerns and conversations represent P-12 classrooms near and far; the chapters provide insight, innovation, and inspiration particularly for P-12 classroom teachers experiencing anticipated transformations during their first five years as career educators as well as teacher educators, school administrators, and staff developers who guide, support, and model agency and efficacy with practicing teachers and teacher candidates.
