Inquiry As Stance : Practitioner Research in the Next Generation
ISBN: 9780807749708 | 0807749702
Format: PaperbackPublisher: Teachers College Pr
Pub. Date: 4/15/2009
Why Rent from Knetbooks?
Because Knetbooks knows college students. Our rental program is designed to save you time and money. Whether you need a textbook for a semester, quarter or even a summer session, we have an option for you. Simply select a rental period, enter your information and your book will be on its way!
Top 5 reasons to order all your textbooks from Knetbooks:
- We have the lowest prices on thousands of popular textbooks
- Free shipping both ways on ALL orders
- Most orders ship within 48 hours
- Need your book longer than expected? Extending your rental is simple
- Our customer support team is always here to help
In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and across the world to ally their work with others, as part of larger social and intellectual movements for social change and social justice.
| Preface | p. vii |
| Acknowledgments | p. xiii |
| Theorizing and Contextualizing Practitioner Research | p. 1 |
| Practitioner Inquiry in Trying Times | p. 5 |
| Practitioner Inquiry: Versions and Variance | p. 37 |
| Troubling Images of Teaching in No Child Left Behind | p. 60 |
| Constructive Disruption: Practitioner Research and University Culture | p. 86 |
| Inquiry as Stance: Ways Forward | ... MOREp. 118 |
| References | p. 167 |
| Practitioners on Teaching, Learning, and School Leadership | p. 187 |
| The "Bad Boy" and the Writing Curriculum | p. 193 |
| Practitioner Inquiry as Mediated Emotion | p. 213 |
| Can We Read a Happy Book Next?: Using Children's Literature to Move Beyond Our White Space | p. 229 |
| Teachers Talk About Race, Class, and Achievement | p. 254 |
| Constructing a Language of Learning to Teach | p. 275 |
| Creating a Hybrid Space for Self, Teacher, and Researcher | p. 293 |
| An Insider Voice: Leading as a Teacher | p. 310 |
| Teacher Research as a Collective Struggle for Humanization | p. 326 |
| Practitioners' Voices | p. 343 |
| Practitioners' Voices in Trying Times: A Readers' Theatre Script | p. 347 |
| Index | p. 383 |
| About the Authors | p. 401 |
| Table of Contents provided by Ingram. All Rights Reserved. |
Marilyn Cochran-Smith holds the John E. Cawthorne Chair in Teacher Education for Urban Schools and directs the Doctoral Program in Curriculum and Instruction at Boston College's Lynch School of Education. Susan L. Lytle is Associate Professor of Education and Chair of the Language and Literacy in Education Program at the Graduate School of Education, University of Pennsylvania.
Please wait while this item is added to your cart...
