Nancy Fichtman Dana is currently professor of education in the School of Teaching and Learning at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her PhD from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked extensively in supporting schools, districts and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including China, South Korea, Belgium, Portugal, The Netherlands, Slovenia, and Estonia. She has published ten books and over 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Dana has received many honors, including the Association of Teacher Educator's Distinguished Research in Teacher Education Award and the National Staff Development Council (now Learning Forward) Book of the Year Award, both honoring Dana and Yendol-Hoppey's work related to practitioner inquiry.

Preface
About This Book
Acknowledgments
About the Authors
How to Use the Inquiry Books
Chapter 1. Teacher Inquiry Defined
What Is Teacher Inquiry?
What Is the Relationship Between Teacher Inquiry and Teacher Professional Growth?
What Evidence Exists That Teacher Inquiry Is Worth Doing?
How Is Teacher Inquiry Different From What I Already Do as a Reflective Teacher?
Why Inquire? Inquiry as a Pathway to Equity
What Are Some Contexts Ripe for Teacher Inquiry?
How Does My Engaging in Teacher Inquiry Help Shape the Profession of Teaching?
Chapter 2. The Start of Your Journey: Finding a Wondering
Where Do I Begin?
Where Do I Find My Wonderings and Questions?
What Happens If I Still Cannot Locate My Wondering?
Chapter 3. Learning With and From the Literature: The Importance of Reading
Why Read?
Where and How Do I Find Readings to Inform My Inquiry?
A Few Words of Literature Wisdom
Chapter 4. Learning With and From Your Colleagues: The Importance of Collaboration
Why Is Collaboration So Important?
What Are the Possibilities for How I Might Collaborate?
Chapter 5. Developing a Research Plan: Making Inquiry a Part of Your Teaching Practice
What Do Data Look Like, How Do I Collect Them, and How Do They Fit Into My Work as a Teacher?
When Do I Collect Data and How Much Do I Collect?
Chapter 6. Considering the Ethical Dimensions of Your Work as an Inquirer
What Should I Consider When Thinking About Ethics in Relation to Practitioner Research?
What Role Do School District Research Policies Play in the Inquiry Process?
What Role Do University Institutional Review Boards Play in the Inquiry Process?
Chapter 7. Finding Your Findings: Data Analysis
What Is Formative Data Analysis?
What Is Summative Data Analysis?
What Might Summative Analysis of Qualitative Data Look Like?
Chapter 8. Making Your Inquiry Public: Publishing and Presenting
Why Is It Important to Share My Work With Others?
How Do I Present My Work?
How Do I Write About My Work?
What Might My Writing Look Like?
Chapter 9. Contributing to the Creation of More Equitable Schools and Classrooms: The Why of Inquiry
Coming to View Inquiry as a Pathway to Equity: A Teacher Researcher's Story (Mickey MacDonald)
Informing Thinking, Teaching, and Teacher Education: The Power of Equity-Focused Inquiry (Paige Bildstein, Mikhayla Kruse-Meek, Jillian Pohland, Nicole Snitkey, and Hilarie Welsh)
Chapter 10. On Your Way: Becoming the Best Teacher and Researcher You Can Be
What Is an Inquiry Stance?
Why Is It Important to Assess the Quality of My Work?
What Is the Difference Between Generalizability and Transferability?
How Do I Go About Assessing Teacher Research Quality and Why Is It So Difficult to Do?
What Are Some Quality Indicators for Teacher Research?
What Are Some Ways to Enhance Inquiry Quality?
Where Do I Go From Here?
References
Index