Ulteriori informazioni
This book is an essential guide for novice and experienced self-study researchers, offering practical insight into the lived experience of conducting self-study research. Unlike abstract methodologies, self-study is embodied through practice and often learned collaboratively. Because it resists traditional instruction, newcomers frequently ask S-STEP researchers: How does one learn self-study? This recurring question highlights the need for accessible frameworks and processes to support emerging scholars. By addressing this gap, the book equips readers with foundational tools to navigate the complexities of self-study and fosters deeper understanding of how to learn through reflective inquiry and shared exploration.
Each chapter is supported by existing literature on self-study research, as well as examples from the authors' own experiences and the experiences of others. The inclusion of prompts, activities, and recommended resources in each chapter enhances the learning process. With this book as a guide, we hope that S-STEP researchers will individually and collaboratively learn how to effectively conduct self-study research and contribute meaningfully to the scholarly community by making their self-study research public.
Sommario
Section I. Self-Study Research: Historical, Theoretical, and Methodological Underpinnings.- Chapter 1. What is Self-Study Research?.- Chapter 2. What are the Methods of Self-Study Research?.- Section II. Signposts of Self-Study Research.- Chapter 3. How Does Self-Study Lead to Improvement?.- Chapter 4. What is the Role of Reflection in Self-Study?.- Chapter 5: How is Self-Study Collaborative?.- Chapter 6. How to Identify Changes in Practice through Self-Study?.-Chapter 7. How does Identity Change through Self-Study?.- Chapter 8. How to Make Self-Study Research Public?.- Section III: Tying it All Together.- Chapter 9. How to Use the Self-Study Signposts Throughout the Self-Study Journey?.- Chapter 10: What are the Next Steps on the Self-Study Journey?.
Info autore
Brandon Butler is a Professor of Social Studies and Teacher Education at Old Dominion University in Norfolk, Virginia, USA. He teaches social studies, practitioner inquiry, curriculum & instruction, teacher education, and teacher leadership. His research focuses on teacher educator preparation, and on the teaching/learning of self-study research. He serves as co-editor of
Studying Teacher Education
and the Springer Self-Study of Teacher Education Practices book series.
Kristen Gregory is an Associate Professor of Education at East Carolina University in Greenville, North Carolina, USA. She teaches undergraduate and graduate courses in curriculum, assessment, and research methods. Her research focuses on the intersection of professional development, pedagogy, and educator identity.
Mark Diacopoulos is Assistant Provost at Pittsburg State University in Pittsburg, Kansas, USA. In his previous role as an Associate Professor, Mark taught curriculum and methods classes in the elementary, secondary, and leadership programs. His research examines evolving identities of teachers and teacher-educators, educational technology, social studies preservice education, communities of practice, and teacher candidate dispositions.
Angela P. Branyon is a retired educator, mostly recently serving as an Assistant Professor of School Library Media at the University of West Georgia in Bremen, Georgia, USA. Her research interests include intellectual freedom equitable access, and mentorship advocacy for all rural and low-income school librarians. She has published several articles exploring information access as a social justice issue.
