Preface Acknowledgments About the Authors List of Exhibits and Figures List of AI Moments How to Use the Inquiry Books 1. Teacher Inquiry Defined 2. The Passions That Drive Your Journey: Finding a Wondering 3. Data Collection: Making Inquiry a Part of Your Teaching Practice 4. Developing a Research Plan: Mapping Out Your Inquiry Journey 5. Finding Your Findings: Data Analysis 6. Sharing Your Inquiry Journey: Presenting and Publishing 7. Contributing to the Creation of More Equitable Schools and Classrooms: The Why of Inquiry 8. On Your Way: Becoming the Best Teacher and Researcher You Can Be References Index
Description
Nancy Fichtman Dana is currently professor of education in the School of Teaching and Learning at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her PhD from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked extensively in supporting schools, districts and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including China, South Korea, Belgium, Portugal, The Netherlands, Slovenia, and Estonia. She has published ten books and over 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Dana has received many honors, including the Association of Teacher Educator’s Distinguished Research in Teacher Education Award and the National Staff Development Council (now Learning Forward) Book of the Year Award, both honoring Dana and Yendol-Hoppey’s work related to practitioner inquiry.
Diane Yendol-Hoppey is a professor of education and dean in the College of Education and Human Services at the University of North Florida. Prior to her appointment at the University of North Florida, she served as the associate dean of educator preparation and partnerships at the University of South Florida, director of the Benedum Collaborative at West Virginia University and taught for many years at the University of Florida where she was the evaluator of numerous district, state, and national professional development efforts. Before beginning her work in higher education, Diane spent 13 years as an elementary school teacher in Pennsylvania and Maryland. She holds a PhD in curriculum and instruction from The Pennsylvania State University. Diane’s current work explores national and international research focusing on teacher education clinical practice, job-embedded professional learning, and teacher leadership. Diane received the AERA Division K Early Career Research Award for her ongoing commitment to researching innovative approaches to professional development. She has published six books and over 60 articles in professional journals.
Logan Rutten is Assistant Professor in the Department of Teaching, Leadership, and Professional Practice at the University of North Dakota. Dr. Rutten is a community-engaged scholar who studies and teaches practitioner inquiry as a form of professional learning for educators across the career span and particularly within school-university partnerships. His scholarship features sustained collaborations with teachers and educational administrators serving K-12 students hailing from rural, urban, and suburban communities across the United States, the Turtle Mountain Band of Chippewa, and the Navajo Nation. Dr. Rutten’s current research program tackles a continually evolving question: Amid turbulent times, how can we support K-12 students in rural schools in learning to address the difficult school, community, and civic topics/issues that matter most to them?
Dr. Rutten’s publications, often co-authored with school- and community-based partners, appear in top-ranked journals such as Journal of Teacher Education, Teaching and Teacher Education, Action in Teacher Education, Teacher Development, School-University Partnerships, and the Journal of Educational Supervision. To date, his scholarly collaborations have generated $1.1 million in external funding.
At present, Dr. Rutten is co-leading the grant-funded projects Enhancing Navajo Nation Youth Academic Achievement Through Diné Character Education (Brady Education Foundation), Professional Learning About Constructing Assessment for Indigenous Knowledges (W. K. Kellogg Foundation), and Making Holocaust and Genocide Education Relevant Through Inquiry and Classroom Application (National Endowment for the Humanities).
A graduate of the Bismarck Public Schools (Bismarck, North Dakota), Dr. Rutten earned a B.A., summa cum laude, at Concordia College (Moorhead, Minnesota) in K-12 Music Education and K-12 Latin Education. He later earned an M.Ed. and Ph.D. from The Pennsylvania State University (University Park, Pennsylvania). With over a decade of professional experience, he has taught students in Kindergarten through 12th grade in public, charter, and virtual school settings and a range of courses and workshops for undergraduates, graduate students, and inservice educators.