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Learning from Young Children in the Classroom: The Art and Science of Teacher Research


reviewed by Barbara Morgan-Fleming — August 14, 2007

coverTitle: Learning from Young Children in the Classroom: The Art and Science of Teacher Research
Author(s): Daniel R. Meier and Barbara Henderson
Publisher: Teachers College Press, New York
ISBN: 080774767X, Pages: 199, Year: 2007
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In the many conversations about educational effectiveness and reform, the opinions, knowledge, and experience of those actually in classrooms full time are generally absent. In their book Learning from Young Children in the Classroom: The Art & Science of Teacher Research, Daniel Meier and Barbara Henderson provide a forum for these two vital groups to be heard. In the forward, Lilian Katz calls attention to the need for classroom-based research conducted by those "in the trenches," avoiding the sole reliance on studies "that include random assignments of subjects to the processes being studied (p. ix)." This is an important addition if the complexity of the phenomenon (teaching every child) is to be explored validly. The structure of the book is wide ranging, covering the history and definition of teacher research, and providing examples of teacher research, along with sources and opportunities for teachers conducting research in their classrooms.  Drawing on Stenhouse (1981),... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: August 14, 2007
http://www.tcrecord.org ID Number: 14580, Date Accessed: 12/18/2017 6:02:19 AM

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About the Author
  • Barbara Morgan-Fleming
    Texas Tech University
    E-mail Author
    BARBARA MORGAN-FLEMING, Associate Professor of Curriculum & Instruction at Texas Tech University, began her research as a classroom teacher (see Morgan, B. A. (1993). Practical rationality: A self-investigation. Journal of Curriculum Studies, 25 (2), 115-124), and continues to explore methods by which more voices can be included in the educational conversation. She has recent publications in The Handbook of Narrative Inquiry (2006) and the Journal of Comparative Family Studies.
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