Summary:
Dana & Yendol-Hoppey, (2014) chapters 5-9 discuss ethical issues, data strategies, writing the research report, strategies for assessing the quality of one’s inquiry and dissemination avenues or how and where to share our inquiry. In chapter 5, the authors show why heeding to the code ethics is important in teaching as well as conducting teacher/practitioner inquiry as it guides teachers as educators and as researchers. They discuss the ethical standards that must be present in ethical teaching and why inquiry is integral in effective teaching showing the importance for all teacher-inquirers to adhere to the codes of ethical teaching. They discuss the perception of IRB on teacher inquiry and why teacher inquirer should take into consideration the research policies that prevail at where they work. Dana & Yendol-Hoppey (2014) in chapter 6 discuss the forms of data analysis: formative (analysis that is done during the data collection process) and the summative (analysis that is done after the collection of the entire data) with different strategies to make meaning out of the collected data for the two main forms. Their chapter 7 deals with appropriate process for writing up the report of the inquiry. This chapter talks about the reasons for (Clarification, validation, empowerment, generative and accomplishment) the write up and process that ought to be followed in the writing of the inquiry report with clearly discussed steps as well as their respective samples to serve as models for readers. The chapter 8 deals with the importance for inquirer to assess their write up to ensure quality for its (the inquiry’s) transferability. The authors discuss the five quality indicators (context of the study, wonderings and purpose, teacher-research design, teacher-research learning, and implication for practice) with their respective questions as assessment guidance. This chapter also talks about strategies that could be used to enhance quality in the inquiry write-up. Their final chapter (9) deals with the importance of dissemination with discussion on how and where to do the dissemination.
Svinicki & McKeachie’s (2014) chapter 22 also focuses on the ethics in teaching. They discuss the ethical dilemmas in teaching and how the teacher can violate teaching ethics when proper care is not taken. They discuss how valuing teaching ethics can help solve them to enhance students’ learning. The authors discuss teachers’ responsibilities to students in the form of adherence to teaching ethics basing it on two teaching professional bodies’ code of ethics. They recommend establishment of trusting relations between teachers and students. They recommend teachers to put up attitudes like respecting confidentiality, fostering honest academic conduct, ensuring fair evaluation, avoiding behaviors like exploitation, harassment and discrimination towards students as these reinforce and promote lasting trusting relationship among the learning community members.
Reflection:
Both Dana & Yendol-Hoppey, (2014) and Svinicki & McKeachie’s (2014) see adherence to the code of ethic in the teaching profession as a very important element in the achievement of successful and effective teaching and learning. As Dana & Yendol-Hoppey, (2014) in their chapter 5 talk about the integral nature of ethics in teaching and the conduct of teacher research and how adherence to it (ethics) leads to teacher effectiveness, Svinicki & McKeachie’s (2014) chapter 22 support it how the dilemmas on ethical issues in teaching could be combated with their six principles/values though they acknowledge they (the principles/values) cannot solve all the ethical issues. They recommend that teachers should not stop reflecting on the principles as conscious reflection on the values could serve as a cornerstone of the ethics of teaching. These authors illustratively make it clear why and how teacher need to pay attention to ethics in their practice. One big thing I learned from the chapter 5 of Dana & Yendol-Hoppey’s (2014) book is that, teacher inquiry is an ethical practice in teaching. This implies that our desire for students’ success which leads us into conducting self-study/teacher inquiry is a fulfillment of ethical practice/code. But as I was reflecting on their discussion on the IRB perception of self-study/teacher inquiry I realized that IRB have preference for quantitative research and are still in the positivism world that is why they do not see self-study as good research. I kept asking myself, “Are there not enough qualitative researchers in the U.S to enable them have equal representation on the IRB board to help promote self-study?” Although IRB has not been formally instituted in my university (University of Cape Coast-UCC) in Ghana, they are working on its implementation with the aid of USF staff. My worry is that, if bias is not worked on early, we (faculty and staff researchers) are going face similar problems when it is fully implemented.
Another area of this week’s reading that was very insightful and worthwhile was Dana & Yendol-Hoppey’s (2014) discussion on what researcher can do to make meaning of their collected data and how to make the write-up meaningful and worthy for emulation. I like how they walk the novice researcher through with samples to create vivid picture of what they talk about to clarify their discussion. Their assertion that our inquiry provide a living example and inspiration for others in the teaching profession therefore ensuring quality in the write-up for dissemination should be a key thing to do in teacher inquiry was worthwhile. Both Dana & Yendol-Hoppey, (2014) and Svinicki & McKeachie’s (2014) see adherence to the code of ethics in the teaching profession as a very important element in the achievement of successful and effective teaching and learning. As Dana &Yendol-Hoppey, (2014) in their chapter 5 talk about the integral nature of ethics in teaching and the conduct of teacher research and how adherence to it (ethics) leads to teacher effectiveness, Svinicki & McKeachie’s (2014) chapter 22 support it how the dilemmas on ethical issues in teaching could be combated with their six principles/values though they acknowledge they (the principles/values) cannot solve all the ethical issues. They recommend that teachers should not stop reflecting on the principles as conscious reflection on the values could serve as a cornerstone of the ethics of teaching. These authors illustratively make it clear why and how teachers need to pay attention to ethics in their practice.
I see Dana & Yendol-Hoppey’s (2014) book as a good resource (handbook) for both novice practitioner researcher and veterans because as it exposes the novice researcher to the appropriate ways of conducting teacher inquiry, it as well shows the veterans new methods and strategies.
Reference
Dana, N. F. & Yendol-Hoppey, D. (2014). The reflective educator's guide to classroom research: Learning to
teach and teaching to learn through practitioner inquiry (3rd ed.). Thousand Oaks, Calif.: Corwin Press.
Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college
and university teachers (14th ed.). Belmont, CA: Wadsworth.
Dana & Yendol-Hoppey, (2014) chapters 5-9 discuss ethical issues, data strategies, writing the research report, strategies for assessing the quality of one’s inquiry and dissemination avenues or how and where to share our inquiry. In chapter 5, the authors show why heeding to the code ethics is important in teaching as well as conducting teacher/practitioner inquiry as it guides teachers as educators and as researchers. They discuss the ethical standards that must be present in ethical teaching and why inquiry is integral in effective teaching showing the importance for all teacher-inquirers to adhere to the codes of ethical teaching. They discuss the perception of IRB on teacher inquiry and why teacher inquirer should take into consideration the research policies that prevail at where they work. Dana & Yendol-Hoppey (2014) in chapter 6 discuss the forms of data analysis: formative (analysis that is done during the data collection process) and the summative (analysis that is done after the collection of the entire data) with different strategies to make meaning out of the collected data for the two main forms. Their chapter 7 deals with appropriate process for writing up the report of the inquiry. This chapter talks about the reasons for (Clarification, validation, empowerment, generative and accomplishment) the write up and process that ought to be followed in the writing of the inquiry report with clearly discussed steps as well as their respective samples to serve as models for readers. The chapter 8 deals with the importance for inquirer to assess their write up to ensure quality for its (the inquiry’s) transferability. The authors discuss the five quality indicators (context of the study, wonderings and purpose, teacher-research design, teacher-research learning, and implication for practice) with their respective questions as assessment guidance. This chapter also talks about strategies that could be used to enhance quality in the inquiry write-up. Their final chapter (9) deals with the importance of dissemination with discussion on how and where to do the dissemination.
Svinicki & McKeachie’s (2014) chapter 22 also focuses on the ethics in teaching. They discuss the ethical dilemmas in teaching and how the teacher can violate teaching ethics when proper care is not taken. They discuss how valuing teaching ethics can help solve them to enhance students’ learning. The authors discuss teachers’ responsibilities to students in the form of adherence to teaching ethics basing it on two teaching professional bodies’ code of ethics. They recommend establishment of trusting relations between teachers and students. They recommend teachers to put up attitudes like respecting confidentiality, fostering honest academic conduct, ensuring fair evaluation, avoiding behaviors like exploitation, harassment and discrimination towards students as these reinforce and promote lasting trusting relationship among the learning community members.
Reflection:
Both Dana & Yendol-Hoppey, (2014) and Svinicki & McKeachie’s (2014) see adherence to the code of ethic in the teaching profession as a very important element in the achievement of successful and effective teaching and learning. As Dana & Yendol-Hoppey, (2014) in their chapter 5 talk about the integral nature of ethics in teaching and the conduct of teacher research and how adherence to it (ethics) leads to teacher effectiveness, Svinicki & McKeachie’s (2014) chapter 22 support it how the dilemmas on ethical issues in teaching could be combated with their six principles/values though they acknowledge they (the principles/values) cannot solve all the ethical issues. They recommend that teachers should not stop reflecting on the principles as conscious reflection on the values could serve as a cornerstone of the ethics of teaching. These authors illustratively make it clear why and how teacher need to pay attention to ethics in their practice. One big thing I learned from the chapter 5 of Dana & Yendol-Hoppey’s (2014) book is that, teacher inquiry is an ethical practice in teaching. This implies that our desire for students’ success which leads us into conducting self-study/teacher inquiry is a fulfillment of ethical practice/code. But as I was reflecting on their discussion on the IRB perception of self-study/teacher inquiry I realized that IRB have preference for quantitative research and are still in the positivism world that is why they do not see self-study as good research. I kept asking myself, “Are there not enough qualitative researchers in the U.S to enable them have equal representation on the IRB board to help promote self-study?” Although IRB has not been formally instituted in my university (University of Cape Coast-UCC) in Ghana, they are working on its implementation with the aid of USF staff. My worry is that, if bias is not worked on early, we (faculty and staff researchers) are going face similar problems when it is fully implemented.
Another area of this week’s reading that was very insightful and worthwhile was Dana & Yendol-Hoppey’s (2014) discussion on what researcher can do to make meaning of their collected data and how to make the write-up meaningful and worthy for emulation. I like how they walk the novice researcher through with samples to create vivid picture of what they talk about to clarify their discussion. Their assertion that our inquiry provide a living example and inspiration for others in the teaching profession therefore ensuring quality in the write-up for dissemination should be a key thing to do in teacher inquiry was worthwhile. Both Dana & Yendol-Hoppey, (2014) and Svinicki & McKeachie’s (2014) see adherence to the code of ethics in the teaching profession as a very important element in the achievement of successful and effective teaching and learning. As Dana &Yendol-Hoppey, (2014) in their chapter 5 talk about the integral nature of ethics in teaching and the conduct of teacher research and how adherence to it (ethics) leads to teacher effectiveness, Svinicki & McKeachie’s (2014) chapter 22 support it how the dilemmas on ethical issues in teaching could be combated with their six principles/values though they acknowledge they (the principles/values) cannot solve all the ethical issues. They recommend that teachers should not stop reflecting on the principles as conscious reflection on the values could serve as a cornerstone of the ethics of teaching. These authors illustratively make it clear why and how teachers need to pay attention to ethics in their practice.
I see Dana & Yendol-Hoppey’s (2014) book as a good resource (handbook) for both novice practitioner researcher and veterans because as it exposes the novice researcher to the appropriate ways of conducting teacher inquiry, it as well shows the veterans new methods and strategies.
Reference
Dana, N. F. & Yendol-Hoppey, D. (2014). The reflective educator's guide to classroom research: Learning to
teach and teaching to learn through practitioner inquiry (3rd ed.). Thousand Oaks, Calif.: Corwin Press.
Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college
and university teachers (14th ed.). Belmont, CA: Wadsworth.