Learning from Young Children in the Classroom: The Art and Science of Teacher Research (Meier & Henderson)
Elementary Education Professors Daniel Meier and Barbara Henderson present Learning from Young Children in the Classroom: The Art and Science of Teacher Research, a thorough introduction to carrying out high-quality teacher research in early childhood settings. Chapters describe original research projects by teachers who worked with infants, toddlers, preschoolers, and primary-aged children. Learning From Young Children in the Classroom presents “how-to” instructions for getting one’s own teacher research project or collaborative group off the ground; recommendations for identifying a research question and addressing issues of data collection, analysis, and dissemination.
Chapters include information on using teacher research to understand and promote children’s play and interactions and understanding children’s project-based learning.
“Once early educators see inquiry as key to teaching, they can find ways to sharpen that process of questioning and generating new knowledge. This book is a “…first-rate get-started guide for teachers ready to learn from their young subjects even while they teach.”
The Art of Classroom Inquiry: A Handbook for Teacher-Researcher by Ruth Shagoury Hubbard and Brenda Miller Power (1993)
Glenda Bissex writes, “A teacher-researcher may start out not with a hypothesis to test, but a wondering to pursue.” The Art of Classroom Inquiry shows teachers how they can carefully and systematically pursue their wonderings through research. The authors provide a wealth of interviewing and note taking techniques, methods for categorizing data, and avenues for publishing research. There are many concrete examples from teachers with whom the authors have worked. The book helps teacher-researchers develop their observation and analysis skills. But it is so much more than just a collection of research techniques. The Art of Classroom Inquiry is a celebration of what is possible in classrooms when teachers pursue their wonderings, asking and answering their own questions about learning.
