This book offers an overview of the research carried out in didactics on the teaching and learning of science at university from the perspective of university pedagogy. The first part sheds light on the links between university pedagogy and didactics, by studying the nature and place of disciplinary pedagogical knowledge at university and the…

How does practitioner inquiry impact education? Examining the experiences of practitioners who have participated in inquiry projects, the authors present ways in which this work has enabled educators to be positive change agents. They reveal the difference that practitioner inquiry has made in their professional practice, their understanding of…

How do classroom teachers envision new technologies within their practice? In the conversation on incorporating new technologies into classrooms, teachers are often sidelined. "Envisioning New Technologies in Teacher Practice" looks at the complex ways in which teachers move forward to embrace change as well as how they circle back, continually…

This is the first book about action research devoted to the complex issues faced by children with disabilities and their teachers. The authors begin by providing the historical and philosophical underpinnings of action research and then present a framework for conducting action research in special education. In addition, they feature four examples…

This resource guide looks at new classroom-based literacy research that supports "all" learners, including culturally and linguistically diverse students. The authors demonstrate how teachers and researchers develop instructional practices based on multiple languages and the literacy contexts of their schools. They describe classrooms where…

A faculty member publishes an article without offering coauthorship to a graduate assistant who has made a substantial conceptual or methodological contribution to the article. A professor does not permit graduate students to express viewpoints different from her own. A graduate student close to finishing his dissertation cannot reach his…

"Improving Your Reflective Practice through Stories of Practitioner Research" shows how research has informed and created effective and valuable reflective practice in early years education, and offers depth to the arguments for a research-orientated stance to this vital field of study. This thought-provoking text explores and documents a variety…

What do we mean by reflective practice? What does it involve? How can it help you develop as a teacher? "The Teacher's Reflective Practice Handbook" is an essential source of advice, guidance and ideas for both student and practising teachers. Helping you to translate pedagogical knowledge into practice, this "Handbook" guides you through studying…

Action research places a powerful tool for school improvement in the hands of teachers. By highlighting the outcomes that are possible and presenting clear steps in the research process, this book is one to encourage anyone who is seeking to implement evidence-based school improvement. Eileen Piggot-Irvine uses her Problem Resolving Action…

Foster a classroom community where teachers and students make their own meanings of the world and consider their relation to larger social, political, cultural, and historical issues. The reader will find a rich range of perspectives in these stories of K-12 teachers and university educators who participated in a three-year study to explore issues…

Investigating University-School Partnerships: A Volume in Professional Development School Research, the fourth book in the PDS Research Series developed by the same editors, includes a collection of organized papers that represent the best and latest examples of practitioner thinking, research, and program design and evaluation in the field at the…

"On Teacher Inquiry" could be read as an answer to the question, "Teacher Research: What's in it for the students?" This new volume in the "NCRLL Collection" addresses the relationships among teacher research, teacher practice, and student learning. The authors observe, analyze, raise questions, design methodologies, and build relationships with…

Chapters in this book were written by members of the Multicultural Collaborative for Literacy and Secondary Schools (the M-CLASS Project), a national teacher-researcher network of English and social studies teachers and university faculty from four cities. Their essays deal with classroom research on learning, diversity, bias, inequality, and real…

The recent pedagogical "boom" in English studies and the seeming omnipresence of the term pedagogy have not been matched by a correspondingly radical shift in how educators prepare professors of English. Instead, Shari J. Stenberg argues, "professing" remains primarily defined by conceptions of research. Stenberg insists that pedagogy will not be…

An openness to new ways of teaching and learning is vital for growth among English language teachers, teacher educators, teachers in training, and students. This volume in the Language Teacher Research Series (Thomas S. C. Farrell, series editor) shares the studies and reflections of teacher researchers working in Middle Eastern countries with…