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“The Reflective Educator’s Guide to Classroom Research, 4E is a practical volume that can be used as an interactive guide for university supervisors to facilitate teacher candidates in engaging in inquiry-based reflective practices while gathering data during their field-based experiences.”
“The Fourth Edition of The Reflective Educator's Guide to Classroom Research presents the crucial field of teacher research in an engaging and positive manner, with many explanatory examples and scenarios. True to its title, "reflective," the narrative highlights the importance of the qualitative approach to research in which the researcher looks at personal and experiential qualities that affect educational change.”
“This book makes a distinct contribution to the field by providing teachers with a step-by-step approach to teacher inquiry. It is also a great resource for teachers who want to conduct their own inquiries in schools. It is comprehensive, easy to read, and rich with examples and exercises that model the process of teacher inquiry for every stage.”
“Teacher inquiry is a catalyst for change, but the process can be intimidating.
“This book is a wonderful guide for teachers conducting research in their schools. It clearly explains the process and guides teacher researchers through with well thought out activities combined with ample rich examples to enhance understanding.”
“Stop and look no further: The Reflective Educator’s Guide to Classroom Research, 4E is the definite text on teacher inquiry. Inside these covers you will find answers to what teacher inquiry entails, why the inquiry process is vital to a healthy teaching profession, and how teachers can translate their wonderings into a systemic form of study that informs classroom change and improvement. Happy inquiring!”
The programme the book is being used for has undergone significant changes and part of this is ensuring we support trainees in developing their own reflective practice and being confident in using action research. This book provides everything (and more) that we could wish to communicate with trainees. It is accessible, easy to navigate and has multiple aspects included that have been relevant to a wide range of trainees all at very different stages in their research journey.
I wish I had this text when I first taught EDUC 2130 - 'Teaching and Learning'. What makes this text so relevant is its focus on the SHARED, two-way experience that is inquiry-based teaching and learning!