Practitioner Teacher Inquiry and Research

CAROLYN BABIONE, PHD, a former classroom teacher, is professor emerita of education at Indiana University Southeast, a regional campus of Indiana University. While coordinating the Graduate Studies Program at Indiana University Southeast, she piloted teacher inquiry designs with area teachers and initiated the capstone teacher inquiry program requirement for graduate teacher education.

• List of Tables, Figures, and Exhibits viiPreface ixAcknowledgments xixThe Author xxThe Contributors xxiPart 1: Perspectives, Strategies, and Methodologies 1Chapter 1 Developing a Concept of Practitioner Teacher Inquiry 3How to Define Research 3Complexities for Developing Inquiry Identity 10Summary 19Discussion Questions 21Chapter 2 School Change and Teacher Inquiry Identity 29Postmodern Schooling 29Crafting Inquiry Possibilities for Improving Schools 37Summary 46Discussion Questions 49Chapter 3 Inquiry Communities for Learning and Change 55Educators as Inquirers 55Collaborative Youth Inquiry 61Inquiry Action Studies 66Summary 74Discussion Questions 75Chapter 4 Where We Begin Practitioner Teacher Inquiry 81Finding a Focus 82Seeking Expertise from Others 91Summary 99Discussion Questions 100Chapter 5 Guidelines for Collecting Data 107Ethical Issues, Choices, and Challenges 107Data Collection 119Summary 132Discussion Questions 133Chapter 6 Analyzing, Interpreting, and Managing Inquiry Study 139Data Analysis and Interpretation 139Managing the Study 150Summary 162Discussion Questions 163Chapter 7 Sharing and Changing School Culture 167Communicating New Knowledge and Understandings 167Collective Thinking and Decision Making 183Summary 191Discussion Questions 193Part 2: Teacher Inquiry into Practice 199Chapter 8 Blogging in the LA Classroom: How Do We Do It Better? 201 Kathy AnderkinContext 201School and Community Description 202Problem Statement 203Literature Review 204Design 204Data Analysis 207Conclusion 209Discussion Questions 210Chapter 9 Struggles and Successes of Problem-Based Learning 213Angela Durbin PageProblem Statement 213Theoretical Framework 215Study Overview 218Effective Strategies for Project-Based Learning Experiences 220Conclusion 222Discussion Questions 222Chapter 10 Teaching Social Skills with Picture Books 225Brandon La MarProblem Statement 226Literature Review 227Design 229Data Analysis 233Conclusion 235Discussion Questions 236Chapter 11 Increasing Readership of Online Student Publications 239James E LangContext 239Description of Study 240Assessment and Analysis 243Conclusion 246Discussion Questions 247Chapter 12 One-to-One iPad Initiative Review 249Mark LorenceProblem Statement 249Literature Review 250Research Design 254Data Analysis 255Conclusion 260Discussion Questions 264Chapter 13 The Vegas Effect: A Personal Reflection on the Obstacles to Doing Education Research 265Melissa RhinehartObstacle Set 1 265Obstacle Set 2 266Research Aspirations 266Obstacle Set 3 267Conclusion 268Discussion Questions 270Chapter 14 Transferring Oral Phonemic Skills to Written Form  271Resjohna TomblinProblem Statement 271Literature Review 272Research Design 275Data Analysis 277Conclusion 279Discussion Questions 282Chapter 15 Connecting Socially Through a Morning Meeting Approach 283Kayce WareContext 283Conducting the Study 286Findings and Results 287Conclusion 291Discussion Questions 293Glossary 295Index 300Credits 314