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dc.contributor.author Ulanoff, Sharon H. en
dc.contributor.author Quiocho Alice M.L. en
dc.contributor.author Ulanoff, Sharon H. en
dc.contributor.author Quiocho Alice M.L. en
dc.date.accessioned 2007-01-08T23:44:40Z
dc.date.accessioned 2007-01-08T23:44:40Z
dc.date.available 2007-01-08T23:44:40Z
dc.date.available 2007-01-08T23:44:40Z
dc.date.issued 2003-10
dc.date.issued 2003-10
dc.identifier.citation Ulanoff, S. H., Vega-Castaneda, L., Quiocho, A. M. L. Teachers as Researchers: developing an inquiry ethic. (2003) Teacher Development v. 7 no. 3 p. 403-435 en
dc.identifier.citation Ulanoff, S. H., Vega-Castaneda, L., Quiocho, A. M. L. Teachers as Researchers: developing an inquiry ethic. (2003) Teacher Development v. 7 no. 3 p. 403-435 en
dc.identifier.issn 1366-4530
dc.identifier.issn 1747-5120
dc.identifier.issn 1366-4530
dc.identifier.issn 1747-5120
dc.identifier.uri DOI: 10.1080/13664530300200207
dc.identifier.uri http://hdl.handle.net/10139/248
dc.identifier.uri DOI: 10.1080/13664530300200207
dc.identifier.uri http://hdl.handle.net/10139/248
dc.description.abstract This article explores the process through which teachers go as they engage in teacher research that attempts to answer ‘burning questions’ about their practice. It reports on the experiences of 45 in-service teachers enrolled in an MA in Education program as they develop an inquiry ethic while engaging in research projects that require them to collect and analyze data, interact with instructors and peers, engage in dialogue surrounding inquiry, and draw conclusions from their data collection and analysis during semester-long course. Based on data collected over a two-year period, the authors attempt to pose a framework for the development of such an ethic, positing the dimensions of the stance that teacher researchers demonstrate as they begin to view themselves as part of the ongoing dialogue between theory and practice. It further describes the nature of each dimension as well as the products of the teacher research projects. en
dc.description.abstract This article explores the process through which teachers go as they engage in teacher research that attempts to answer ‘burning questions’ about their practice. It reports on the experiences of 45 in-service teachers enrolled in an MA in Education program as they develop an inquiry ethic while engaging in research projects that require them to collect and analyze data, interact with instructors and peers, engage in dialogue surrounding inquiry, and draw conclusions from their data collection and analysis during semester-long course. Based on data collected over a two-year period, the authors attempt to pose a framework for the development of such an ethic, positing the dimensions of the stance that teacher researchers demonstrate as they begin to view themselves as part of the ongoing dialogue between theory and practice. It further describes the nature of each dimension as well as the products of the teacher research projects. en
dc.format.extent 360051 bytes
dc.format.extent 360051 bytes
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.language.iso en_US en
dc.publisher Routledge, part of the Taylor & Francis Group en
dc.publisher Routledge, part of the Taylor & Francis Group en
dc.rights Copyright 2003, Routledge, part of the Taylor & Francis Group, all rights reserved. Used with permission. en
dc.rights Copyright 2003, Routledge, part of the Taylor & Francis Group, all rights reserved. Used with permission. en
dc.title Teachers as Researchers: developing an inquiry ethic en
dc.title Teachers as Researchers: developing an inquiry ethic en
dc.type Postprint en
dc.type Postprint en
dc.contributor.csuciauthor Vega-Castañeda, Lillian en
dc.contributor.csuciauthor Vega-Castañeda, Lillian en


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