K-12 Teacher Inquiry and Reflections: A Pathway to Enduring Transformation features the key components of a five-semester graduate program with a focus on Reflective Practice (MARP) for K-12 classroom teachers. In this program, students focus on the study of their own teaching, action research implementation and analysis, reflective practice experiences, and transformations teachers experienced because of their participation in this program. The book is divided into three sections and an introduction. The Introduction explains the historical foundations of MARP, with an in-depth exploration of the key elements of MARP featuring the voices of its founders. Section One features detailed explanations of action research PK teachers conducted, followed by a long-term reflection of their MARP experiences and its effects on them as teachers. Section Two includes chapters written by teachers explaining how they thoughtfully transformed their teaching practices and their overall teaching philosophies. In Section Three, faculty who teach in this five-semester graduate program describe their own collaborative teaching, experiences for students, key assignments, course objectives, classroom activities, readings, and discussions that are the foundation of the MARP experience for students.
Marjori Krebs is Professor at the University of New Mexico in the Department of Teacher Education, Educational Leadership, and Policy.
Cheryl Torrez is professor in the Department of Teacher Education, Educational Leadership and Policy at the University of New Mexico.
Introduction: A Foundational History of the MA with a Focus on Reflective Practice (MARP), Marjori Krebs & Cheryl Torrez with Contributions from Tom Keyes & Lyn Oshima
Section One: Transformations of Curriculum and Classroom Environments through Reflective Practice
Chapter One: Fostering Inquiry for Project Learning, Heather Garcia
Chapter Two: The Effects of Scripted and Culturally Relevant Curricula on Student Engagement, Abby Norris
Chapter Three: A Narrative Manifesto for Science Education, Nicholas A. Porter
Chapter Four: Benefits of Genius Hour Framework: Motivation, Autonomy, and Teacher Control, Adam Ross Kuhn
Chapter Five: Promoting Agency and Building Engagement with Nonfiction Reading, Tanya Skinner
Chapter Six: Culturally Responsive Teaching through Caring and Communication, Chrissy Kuhlman
Chapter Seven: Fighting the Culture of Indifference, Alysia Hernandez
Section Two: Teacher Transformations in Approaches to Teaching Through Reflective Practice
Chapter Eight: Quest: In Search of Effective Teaching through Reflective Practice,Shannon R. Batzer
Chapter Nine: A Pilgrim of Transformation, Claire M. Porter
Chapter Ten: How to Grow an Effective Teacher, Jackie Cusimano
Chapter Eleven: A Journey of Self Discovery, Ellena Atencio
Section Three: MARP: MA with a Focus on Reflective Practice—A Semester-by-Semester Approach to Teacher Transformation
Chapter Twelve: The Art of Masterful Teaching: MARP: Semester One, Marjori Krebs & Cheryl Torrez
Chapter Thirteen: Social Justice and Action Research: MARP: Semester Two, Deena Gould & Shiv Desai
Chapter Fourteen: Curriculum Development & Instructional Strategies: MARP: Semester Three, Cheryl Torrez & Marjori Krebs
Chapter Fifteen: Reflection and Inquiry in the Service of Transformation: Redefining Teacher Effectiveness: MARP: Semester Four, Rebecca Sanchez & Laura Haniford
Chapter Sixteen: The Power of Asking Good Questions: The Capstone Course MARP: Semester Five—The Final Semester, Laura Haniford
About the Authors
This uniquely fascinating text captures the inquiries, explorations, and discoveries documenting the lived experiences of an array of practicing classroom teachers enrolled in a graduate program focused on reflectivity. Authored by classroom teachers/graduate students, each chapter contextualizes the teacher's primary concerns. Offering a succinct literature review, research methodology, data collection, and research findings, each chapter smoothly applies theory and research to practice and purpose. Through reflectivity, the authors make powerful connections between and among their concerns and the learning; their concerns and the teaching, their concerns and past educational scholarship, and their concerns and future educational practices. Collectively, the authors' concerns and conversations represent P-12 classrooms near and far; the chapters provide insight, innovation, and inspiration particularly for P-12 classroom teachers experiencing anticipated transformations during their first five years as career educators as well as teacher educators, school administrators, and staff developers who guide, support, and model agency and efficacy with practicing teachers and teacher candidates.
As a teacher educator, I found this book to be both timely and inspirational. The stories presented from classroom teachers who had participated in MARP, MA with a Focus on Reflective Practice, demonstrated how powerful teacher inquiry and practice can be in bringing about transformational thinking and teaching. The teachers’ stories were real and motivated me to reflect on my own practice and work with teachers. To further support the reader, a semester-by-semester plan of the MARP program provides the background of how this transformation was accomplished; including reflections from faculty on key assignments and readings. I once again found myself reflecting on my practice and thinking about how I could incorporate key ideas into my work. This is an inspiring read for teachers at all levels.
K-12 Teacher Inquiry & Reflections: A Pathway to Enduring Transformation transports the reader from the graduate classroom to the K-12 classroom and back again. The genius of this book is in the telling of the story of the specialized master's program through various stories of teachers and their students as they engaged in inquiry projects and reflective practices. These teacher narratives instantly took me back to my own early days of teaching, my studies in graduate programs, and my subsequent work with teachers conducting action research. The insights gained by the teachers as they engaged with their students were compelling as well as inspiring. The various chapters take the reader right into the classrooms, across grade levels and content areas, along with the teachers as they illustrate the shifts in their practice. I felt the enthusiasm and engagement of the students as they worked through the authentic inquiry projects. Additionally, we see how these teachers were guided in their inquiry through interactions with their professors in the specialized graduate program in a true mentorship capacity. If you want to see results of incredible teacher inquiry relative to purposeful reflective constructivist practice, then this is the book for you!