K-12 Teacher Inquiry and Reflections describes a graduate program for PK-12 teachers who have engaged in systematically studying their own classrooms. The teachers explain their action research projects and the enduring impact the MA with a focus on Reflective Practice (MARP) has had on their teaching.

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.

Dedication

Acknowledgments

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