In this fully revised and updated second edition, Early Childhood Teacher Research addresses the questions and concerns that pre- and in-service teachers of young children frequently have when engaging in teacher research.
Accessible and interactive, this book explores the important issues every early childhood teacher should know, guiding readers from conceptualization, generating research questions, identifying data sources, gathering and analyzing data, interpreting and sharing results, to taking action. This second edition features thoroughly updated references, standards, and resources, as well as all-new sections on teacher advocacy, social media and devices, data collection, and planned versus unplanned research.
Each chapter features:
- Teacher Researcher Notebook prompts for the reader to record ideas for research questions and to develop a plan for doing research.
- “From the Field” vignettes providing rich examples of real-world early childhood teacher researchers and their perspectives on doing teacher research.
- Reflection prompts inviting readers to pause and think deeply about relating content to their own situations. Reflections can be recorded in the Teacher Researcher Notebook.
- Explorations of additional content, websites, resources, interviews, and activities.
Table of Contents
1. What Is Early Childhood Teacher Research? 2. What is the Purpose of Early Childhood Teacher Research? 3. Where Will Puzzlement and Wondering Lead? 4. Why Plan? 5. Data, Data, Who Has the Data? 6. What Do Data Reveal? 7. Who Might Be Interested? 8. What Comes After Research Is Completed? Appendix A: Ethnographic Description of a First Grade Classroom. Appendix B: Reflection on National Board Video of Class Discussion. Appendix C: Teacher Interview Transcript. Appendix D: The Wonder of Learning Newsletter Article. Glossary.
Kathryn Castle is Professor Emeritus and former Chuck & Kim Watson Endowed Chair in Education in the School of Teaching and Curriculum Leadership at Oklahoma State University, USA.