Practitioner Inquiry Book List

  • Ayers, W. (2016). On the side of the child: Summerhill revisited. New York, New York: Teachers College Press.

  • Ballenger, Cynthia. (1998). Teaching other people’s children. New York, New York: Teachers College Press.

  • Ballenger, C. (2009). Puzzling moments, teachable moments: Practicing teacher research in urban classrooms. Practitioners Inquiry Series. New York, New York: Teachers College Press

  • Blackburn, M., Clark, C., Kennedy, L. and Smith. J. (2009). Acting out!: Combating homophobia through teacher activism. New York: Teachers College Press.

  • Bruce, S. M. and Pine, G. J. (2010). Action research in special education: An inquiry approach for effective teaching and learning. New York, New York: Teachers College Press.

  • Campano, G. (2007). Immigrant students and literacy: Reading, writing and remembering. New York, New York: Teachers College Press.

  • Carini, P. (2001). Starting strong: A different look at children, schools and standards. New York, New York: Teachers College Press.

  • Carini, P. F. and Himley, M. (2010). Jenny's story: Taking the long view of the child: Prospect's philosophy in action. New York, New York: Teachers College Press.

  • Cochran-Smith, M. and Lytle, S. L. (Eds.). (1993). Inside/outside: Teacher research and knowledge. New York, New York: Teachers College Press.

  • Cochran-Smith, M. and Lytle, S. (2009). Inquiry as stance: Practitioner research for the next generation. New York, New York: Teachers College Press

  • Compton-Lilly, C. (2007). Re-reading families: The literate lives of urban children, four years later. New York, New York: Teachers College Press.

  • Gallas, K. (1998). Sometimes I can be anything. New York, New York: Teachers College Press.

  • Hatch, T. (Ed.). (2005). Going public with our teaching: An anthology of practice. New York, New York: Teachers College Press.

  • Knoester, M. (2012). Democratic education in practice: Inside the Mission Hill School. New York, New York: Teachers College Press.

  • LaMay, B. C. (2016). Personal narrative, revised: Writing love and agency in the high school classroom. New York, New York: Teachers College Press.

  • Long, S., Souto-Manning, M. and Vasquez, V. (Eds.). (2016). Courageous leadership in early childhood education: Taking a stand for social justice. New York, New York: Teachers College Press.

  • Lytle, J. (2010). Working for kids: Educational leadership as inquiry and invention. Lanham, Maryland: Roman and Littlefield.

  • Mahiri, J. and Freedman, S. (2014). The first year of teaching: Classroom research to increase student learning. New York, New York: Teachers College Press.

  • Martin, A. C. and Schwartz, E. (2015). Making space for active learning: The art and practice of teaching. New York, New York: Teachers College Press.

  • Meier, D. R. (1997). Learning in small moments: Life in an urban classroom. The Practitioner Inquiry Series. New York, New York: Teachers College Press

  • Michael, A. (2014). Raising race questions: Whiteness and inquiry in education. New York, New York: Teachers College Press.

  • Mohr, M. M. et al. (Ed.). (2004). Teacher research for better schools. Teachers College Press.

  • Nichols, S. and Cormack, P. (2017). Impactful practitioner inquiry: The ripple effect on classrooms, schools and teacher professionalism. New York, New York: Teachers College Press.

  • Picower, B. (2012). Practice what you teach: Social justice education in the classroom and the streets. New York, New York: Routledge.

  • Risko, V. and Vogt, M. E. (2016). Professional learning in action: An inquiry approach for teachers of literacy. New York, New York: Teachers College Press.

  • Strieb, L. Y. (2010). Inviting families into the classroom: Learning from a life in teaching. New York, New York: Teachers College Press.

  • Weinbaum, A., et al. (Ed.). (2004). Teaching as inquiry: Asking hard questions to improve practice and student achievement (Vol. 30). New York, New York: Teachers College Press.

  • Wilson, S. (2007). What about Rose?: Using teacher research to reverse school failure. New York, New York: Teachers College Press