Education and Childhood: Questions in Practice example

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Questions in Practice

Anderson suggested guiding questions lead to an example of how practitioner inquiry and academic research can work together to make better things happen (Lesson 02, 4). Guiding questions are especially important in education, since they are designed to get to the heart of what goes on in the classroom, asking “what’s going on?” in relation to behaviors or strategies (Anderson, 3). In teacher research correctly formulated research questions become the core of successful research, as they stimulate to gather information, collect and analyze data and actively participate in class’s life.

In my practice as a professional I identify the following questions, suggested by Anderson, as the most important ones:

1. “What happens when…” questions. This type of questions allows to formulate a strategy or to implement a practice in the classroom. For example, since my goal is to pursue a Med. in Curriculum and Instruction with emphasis in Children’s Literature, my question is: “What happens when I suggest to a discussion on the particular topic, for example, the theme of death, when we discuss children’s literature in the classroom? Given that it is the topic of my thesis, the classroom discussion will help me to consider different perspectives and give me hints in data collecting.

2. “How…” questions. They allow teachers consider the details of a practice or behavior, so in my practice it might sound as “How students would react to the topic of death in children’s literature?” This question can help me predict possible reactions (since it is not an easy topic to discuss).

3. “What is…” questions. They suggest thoughtful consideration of a particular method or strategy and its place in classroom practice. In my case, the question would be “What is the place of death in children’s literature?” The question suggests reflection on the topic and leads to discussion that keeps students engaged.

In my practice, all three questions matter in the classroom, but the question “What is...” is a higher priority when discussing literature. These questions suggest reflection on the particular topic and encourage students to participate in literature discussions.

Works Cited

Anderson, A. “An introduction to teacher research.” Learn NC, 2006. Available at https://shift-files.s3.amazonaws.com/59259b454e44aecd4af341c2/59259b464e44aecd4af341c6/An_Introduction_to_Teacher_Research.pdf

Lesson 02: Introduction to Your Master's Program: Inquiring to Learn. C I 590: Colloquium. Available at …

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