Concrete Examples
*For examples of book length practitioner inquiries see the book series entitled The Practitioner Inquiry Series edited by Marilyn Cochran-Smith and Susan Lytle for Teacher College Press available in Love Library, University of Nebraska-Lincoln. This Series includes:
Allen, J.B. (Ed.). (1999). Class actions: Teaching for social justice in elementary and middle school. New York: Teachers College Press.
Beyer, L.E. (Ed.). (1966). Creating democratic classrooms: The struggle to integrate theory and practice. New York: Teachers College Press.
Carini, P.F. (2001). Starting strong : A different look at children, schools, and standards. New York : Teachers College Press.
Compton-Lilly, C. (2002). Reading families : The literate lives
of urban children. New York, NY : Teachers College Press.
Fishman, S.M. & McCarthy, L. (1998). John Dewey and the challenge of classroom practice. New York : Teachers College Press.
Fishman, S.M. (2000). Unplayed tapes : A personal history of collaborative teacher research. New York : Teachers College Press.
Gallas, K. (1998). Sometimes I can be anything : Power, gender, and identity in a primary classroom. New York : Teachers College Press.
Graham, P. (Ed's). (1999). Teacher/mentor : A dialogue for collaborative learning. New York : Teachers College Press.
*Heaton, R.M. (2000). Teaching mathematics to the new standards
: Relearning the dance. New York : Teachers College Press.
Lampert, M. & Lowenberg Ball, D. (1998). Teaching, multimedia, and mathematics: Investigations of real practice. New York : Teachers College Press.
Loughran, J., Mitchell, I., & Mitchell, J. (Ed's.). (2002). Learning from teacher research. New York: Teachers College Press.
Lyons, N., & Kubler LaBoskey, V. (Ed's.). (2002). Narrative
inquiry in practice : Advancing the knowledge of teaching. New
York : Teachers College Press.
Meier, D.R. (1997). Learning in small moments : Life in an urban classroom. New York : Teachers College Press.
Newman, J. (1998). Tensions of teaching : Beyond tips to critical reflection. New York : Teachers College Press.
Obidah, J.E. & Manheim, K. (2001). Because of the kids: Facing
racial and cultural differences in schools. New York :
Teachers College Press.
*Ritchie, J.S., *Wilson, D.E., Kupfer, R., et al. (2000). Teacher narrative as critical inquiry : Rewriting the script. New York : Teachers College Press.
Schulz, R. (1997). Interpreting teacher practice : Two continuing stories. New York : Teachers College Press.
Warshauer Freedman, S. (1999). Inside city schools : Investigating literacy in multicultural classrooms. New York : Teachers College Press.
Wells, G. (Ed.). (2001). Action, talk and text: Learning and teaching
through inquiry. Teachers College Press.
Zeni, J. (Ed.). (2001). Ethical issues in practitioner research. New
York : Teachers College Press.
*-UNL faculty
*For other examples of UNL faculty practitioner inquiries see:
Arhar, J. & *Buck, G. (2000). Learning to look through the eyes of our students: Action research as a tool of inquiry. "Educational Action Research", v8n2, 327-339.
Historical Methodologies:
*Calljo-Perez, D.M. (2001). Southern hospitality: Identity, schools, and the civil rights movement in Mississippi, 1964-1972. New York: Peter Lang. Available in Love Library, UNL
Arts-based Methodologies:
*Macintyre Latta, M. (2001). The possibilities of play in the classroom: On the power of aesthetic experience in teaching, learning, and researching. New York: Peter Lang. Available in Love Library, UNL
