Towards More Equitable Classrooms: A Review of The Reflective Educator’s Guide to Classroom Research

Authors

Lourdes M. Quinones, University of South FloridaFollow

Abstract

This is a book review of The Reflective Educator’s Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry (Dana & Yendol-Hoppey, 2020), a non-fiction book written to inform and guide in-service and pre-service teachers from development of teaching inquiries through to publication and presentation of findings. The authors also address the role of inquiry in the creation of more equitable classrooms. The book is easy to read and goes right to the heart of the information that busy teachers need to engage in organized and reflective inquiry. The authors summarize and organize key information in visual formats for quick reference. The book is sequentially organized, with reflective exercises at the end of each chapter. Teachers move forward in their inquiry with step-by-step instructions and real teacher inquiry examples, many of which are qualitative inquiries.

Keywords

teacher inquiry, wonderings, classroom research, job embedded professional development

Author Bio(s)

Lourdes Quiñones is a doctoral student at the University of South Florida’s College of Education’s Doctor of Philosophy – Curriculum & Instruction in Special Education program. She is a recipient of the Office of Special Education Program’s Leadership Preparation scholarship grant. Correspondence regarding this article can be addressed directly to lourdesq@usf.edu.

Publication Date

5-19-2022

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2022.5619

Recommended APA Citation

Quinones, L. M. (2022). Towards More Equitable Classrooms: A Review of The Reflective Educator’s Guide to Classroom Research. The Qualitative Report, 27(5), 1456-1459. https://doi.org/10.46743/2160-3715/2022.5619

ORCID ID

0000 0002 7892 1462