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Framing inquiry: A case study of exp...

McGlinn, Meghan M.

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Framing inquiry: A case study of experienced social studies teachers conducting teacher research.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Framing inquiry: A case study of experienced social studies teachers conducting teacher research./
Author:	McGlinn, Meghan M.
Description:	218 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0512.
Contained By:	Dissertation Abstracts International67-02A.
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3207434
ISBN:	9780542547683

Framing inquiry: A case study of experienced social studies teachers conducting teacher research.
McGlinn, Meghan M.

Framing inquiry: A case study of experienced social studies teachers conducting teacher research. - 218 p.

Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0512.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2006.

This study examined the extent to which fourteen experienced social studies teachers pursued critical inquiry in the teacher research process. The social studies teachers in this study were all former members of the social studies cohort in the Masters of Education (M.Ed.) program at a large research university. During the M.Ed. program the teachers took a course on teacher research in which they conducted their own teacher research projects. Using a case study method, data was collected from documentary evidence [including final teacher research reports, course documents, and other supporting documents] and one-on-one interviews with the teacher researchers and the instructor of the Teacher as Researcher course. Postmodernism served as the theoretical framework for presenting the findings of this study. Whereas the literature on teacher research presents two distinct forms of teacher research---practical and critical, the research conducted by members of the social studies cohort spread out along a continuum of critical inquiry. For organizational purposes the fourteen teachers where grouped as: practical teacher research that resulted in little classroom change, practical teacher research that resulted in classroom change, critical teacher research that resulted in classroom change, and critical teacher research that resulted in classroom and school change. This study describes the multiple and varied iterations of critical inquiry pursued by social studies teachers in the teacher research process. These findings are significant in forming a new theoretical understanding of teacher research and determining ways for social studies teacher educators and policy makers to support the work of teacher researchers.

ISBN: 9780542547683Subjects--Topical Terms:

783747
Education, Teacher Training.

Framing inquiry: A case study of experienced social studies teachers conducting teacher research.
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245 1 0 $a Framing inquiry: A case study of experienced social studies teachers conducting teacher research.
300 $a 218 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0512.
500 $a Adviser: Cheryl Mason Bolick.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2006.
520 $a This study examined the extent to which fourteen experienced social studies teachers pursued critical inquiry in the teacher research process. The social studies teachers in this study were all former members of the social studies cohort in the Masters of Education (M.Ed.) program at a large research university. During the M.Ed. program the teachers took a course on teacher research in which they conducted their own teacher research projects. Using a case study method, data was collected from documentary evidence [including final teacher research reports, course documents, and other supporting documents] and one-on-one interviews with the teacher researchers and the instructor of the Teacher as Researcher course. Postmodernism served as the theoretical framework for presenting the findings of this study. Whereas the literature on teacher research presents two distinct forms of teacher research---practical and critical, the research conducted by members of the social studies cohort spread out along a continuum of critical inquiry. For organizational purposes the fourteen teachers where grouped as: practical teacher research that resulted in little classroom change, practical teacher research that resulted in classroom change, critical teacher research that resulted in classroom change, and critical teacher research that resulted in classroom and school change. This study describes the multiple and varied iterations of critical inquiry pursued by social studies teachers in the teacher research process. These findings are significant in forming a new theoretical understanding of teacher research and determining ways for social studies teacher educators and policy makers to support the work of teacher researchers.
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710 2 0 $a The University of North Carolina at Chapel Hill. $3 1017449
773 0 $t Dissertation Abstracts International $g 67-02A.
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791 $a Ph.D.
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