Empowering the Voice of the Teacher Researcher: Achieving Success through a Culture of Inquiry

(Paperback)

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Description

Empowering the Voice of the Teacher Researcher through a Culture of Inquiry is essentially a description of one school's initiatives to use collaborative communities and action research to empower teacher research and a culture of collective inquiry. It is written by teachers primarily for teachers and teacher educators. Of course, none of the initiatives described in the text would be possible without the visionary leadership of school and district administrators. Because administrative support is foundational to the process, school and district administrators and staff developers will also be interested in reading about how this school's principal and assistant principal set the stage for developing their community of learners. There are many sound action research texts on the market. This text is apart by its first-person accounts of teachers' experiences with action research as examples of profound possibilities for professional growth. As such, this book, written by teachers for other teachers and then contextualized by the Editors so that the relevance is clear to a broader audience, fills an important niche in the literature.

Reviews

This book will energize teacher leaders who want to make a difference in their schools. Crocco and Brindley and the teacher contributors make the process of Action Research real, clear and doable. The thing I like most about this book is the authenticity of the teachers' voices in discussing their experiences. Teacher leaders, as well as their administrators, will benefit from the specific strategies and insights shared. Teachers need handy resources, and this book provides a wealth of them. -- Marilyn Katzenmeyer, president, Professional Development Center Inc.; co-author Awakening the Sleeping Giant: Helping Teachers Develop as Leaders
This book tells the story of the power of teachers collaborating together to restructure the way of work within their school to address the complex issues that exist between their current reality and high levels of learning for all students. It gives us hope for what might be possible in any school when a visionary administration creates a culture of trust and empowerment. -- Ruth B. Reilly, assistant superintendent for curriculum and instructional services, Pasco County School District
This book provides powerful examples of how school-based educators introduce and come to embrace the practices of community and inquiry within their own schools. The authors, practicing teachers, principals, and university faculty, allow the reader to peak into their world, understand the felt difficulties of educators today, and glean important insights about how their schools become better places for children as a result of their systematic and intentional study. -- Diane Yendol-Hoppey, Professor and Benedum Collaborative Director West Virginia University Professor and Benedum Collaborative Director West Vi

Author Bio

Roger Neilson Brindley is an Associate Professor and the Interim Associate Director of USF World and the Patel Center for Global Solutions at the University of South Florida. He believes master teachers have a remarkable set of skills, and his teaching and research is committed to extending effective pedagogy in teacher education.
Christine Crocco brings nineteen years of classroom teaching and over a decade of district office experience to her position as Assistant Director of the David C. Anchin Center at the University of South Florida. Chris is passionate about supporting administrators and teachers in creating the structures for job-embedded staff development.