Description
Offering preservice and inservice teachers a guide to navigate the rapidly changing landscape of English Language Arts education, this book provides a fresh perspective on what it means to be a teacher researcher in ELA contexts. Inviting teachers to view inquiry and reflection as intrinsic to their identity and mission, Buckelew and Ewing walk readers through the inquiry process from developing an actionable focus, to data collection and analysis to publication and the exploration of ongoing questions. Providing thoughtful and relevant protocols and models for teacher inquiry, this book establishes a theoretical foundation and offers practical, ready-to-use tools and strategies for engaging in the inquiry process in the context of teachers’ communities. Action Research for English Language Arts Teachers: Invitation to Inquiry includes a variety of examples and scenarios of ELA teachers in diverse contexts, ensuring that this volume is relevant and accessible to all educators.
Table of Contents
Preface
Acknowledgements
Section I – Cultivating Your Inquiry Identity Chapter 1: What is Teacher Inquiry?
Chapter 2: Finding Your Entry Point to Inquiry
Chapter 3: Developing a Question within a Community: Digging Deeper
Section II – Using Inquiry Protocols and Strategies: Making a PlanChapter 4: Data Collection
Chapter 5: Data Analysis
Section III – Exploring the Landscape of Publication
Chapter 6: Invitation to Publication: Inquiry as a Reciprocal and Ongoing Process
Appendix A.1 Double Entry Notebook
Appendix A.2 Cornell Note Taking
Appendix A.3 Field Notes Template
Appendix B.1 Classroom Research Organizer
Appendix B.2 Protocol: Finding Your Entry Point to Inquiry through Student Artifacts
Appendix C1: Action Research Report Guidelines
Appendix C2: Action Research Design Guidelines
Appendix D1: Pre-Reading Survey
Appendix D2: Interview Protocol
Appendix E: Initial Data Collection and Analysis Organizer
Appendix F: Opportunities for Publication
About the Authors
