Wisdom of Practice

In this book, scholar-practitioners offer alternatives to the five-chapter thesis crafted in the tradition of science reports. As authors of meritiorious and award-winning dissertations, they provide insights into the challenging process of conceptualizing interpretive methods of inquiry including narrative, heuristic, social cartography, grounded theory, spritiual inquiry, reflective art-making; and essay writing. Each author explores the interconnections among her ontological leanings and the method, content and form of her dissertation. The editors frame these examplars of individual studies within the broader discourses of interpretive inquiry. This collection is particularly timely as many universities are currently exploring what types of scholarhip might best serve educational practitioners pursuing graduate and doctoral degrees.

Marjorie Barrett Logsdon, a teacher of high school English literature and composition, explores the experiences that led to her decision to transform her authoritarian pedagogical practice. Believing that sharing power with students is more conducive to writing-as-process (as opposed to wrtiing-as-product), Marjorie is surprised to encounter resistance, not only from students, but within herself. Writing in the genre of the speculative/personal essay, Marjorie challenges her assumptions about "being in authority," "being an authority," and the "authority of students to author texts." Drawing from dreams, memories, and experiences, Marjorie weaves a thoughtful and insightful inquiry into the nuances of pedagogical authority. Using the metaphor of an alchemist's crucible, she clarifies "matters of text," "matters of time," and "matters of meaning." Regardless of a teacher's field of study, Marjorie's inquiry offers an inspiring example of how dedicated teachers can inquire into the nature of their own pedagogical practice.

From Moment to Meaning: The Art of Scholar-Practitioner Inquiry is, grounded in the premise that context-embedded studies can yield important insights into the complexities of educational practice. For Scholar-Practitioners, such inquiries often arise when the routine course of events is, disrupted. The resulting disequilibrium precipitates a desire to understand what happened. Gaining such understanding entails a capacity for recollective, introspective, and conceptual reflection. Through a series of Reflective Prompts, From Moment to Meaning encourages educators to cultivate the reflective mindset conducive to careful examination of practice-embedded dilemmas. While most directly applicable to those enrolled in Master's and doctoral programs, the information in the chapters and scenarios of this book can be, used by all thoughtful educators whose practice is, enhanced by a commitment to deep learning. By reflecting on lived experience, practitioners can theorize about the significance of evocative moments and thereby contribute to the evolving discourses in the field of education.

WENDY W. CAUGHEY MILNE provides insights into a process of teacher reflection grounded in aesthetic ways of knowing. Combining sketches, self-critique,and literature from the field of art education, Milne explores the mindset she brings to her teaching of elementary art. Drawn from her award-winning dissertation, the book comprises a series of Portfolio Artifacts, each of which highlights one or more pedagogical dilemmas.

The contributors to this edited collection of think pieces reflect on their experiences as members of a group intent on studying their own practice. In sharing the challenges and rewards of study group participation, the authors hope to encourage others to engage in similarly productive study group experiences. This message is particularly important given current school improvement initiatives seeking to involve educational practitioners.