Self-Study Teacher Research

Anastasia P. Samaras, Ph.D. is Professor at the Graduate School of Education at George Mason University. She is a pedagogical scholar with an extensive repertoire of teaching, administrative, and research activity directly related to her signature work in the self-study research methodology which include books on Learning Communities in Practice (2008) and Self-Study Teacher Research (2011). A former school teacher and director of teacher education programs at The Catholic University of America and George Mason University, she brings a repertoire of practical applications grounded in sociocultural theory directly to her teaching. She is recipient of the Dissertation Research Award, Curry School of Education, University of Virginia, the Outstanding Scholar Award, University of Maryland, a Fulbright Scholar, and a visiting scholar at the University of KwaZulu-Natal, University of Iceland, Vrije University, and Victoria University. Her expertise in early childhood and teacher education has also led to appointments as a consultant for numerous program reviews with various Federal agencies, departments, Head Start, and universities. She currently serves as Chair-Elect of the Self-Study of Teacher Education Special Interest Group of the American Educational Research Association and project leader of two university cross-disciplinary faculty self-study groups. Her research centers on designing and studying Neo-Vygotskian-based curriculum applications in teachers’ professional practices, including her own.

"It’s a very practical, helpful book for those learning to do self-study research."

• PrefacePART I: THE 6Ws OF SELF-STUDY RESEARCH1. Understanding Self-Study: What and WhyWhat is Self-Study Teacher Research?What Self-Study Teacher Research is NotWhy Conduct Self-Study Teacher Research?Key Ideas2. Overview of the Self-Study Process: What and HowSelf-Study Research Project PlannerSelf-Study Research Project TimelineSelf-Study Teacher Research Exemplar Brief3. The Self-Study Community: When and Where and WhoCulture of the Self-Study CommunityParadigm ShiftInfluence, Confluence, and DivergenceImportant Events in Outgrowth of Self-Study SchoolCritique and SustainabilityKey Ideas4. The Self-Study Research Methodology: Why and HowCharacteristics of Self-Study ResearchFive Foci Framework: Methodological Components of Self-Study ResearchKey Ideas5. Self-Study Methods: HowChoosing a Self-Study MethodChallenges in Choosing a MethodKey IdeasPART II: YOUR SELF-STUDY PROJECT6. DesignDesign MattersSeven Key Design ComponentsKey Ideas7. ProtectQuestioning the Ethics of Your StudySchool Division ReviewThe Role of Professional OrganizationsStandards of Research EthicsInstitutional Review BoardsKey Ideas8. Organize DataAlignment of Data with QuestionDocumentCategorizeOverlapping Research PhasesKey Ideas9. Collect DataData Gathering TechniquesAlternative Data Gathering TechniquesQuantifiable DataKey Ideas10. Analyze DataResearch as a Recursive ActCodingCoding FamiliesCategories and ConnectionsGrounded Theory and the Constant Comparative MethodConcept MapsComputer Software ToolsKey Ideas11. Assess Research QualityMultiple Sources of DataTransparency, validation, exemplars, and trustworthinessReliabilityGeneralizabilityKey Ideas12. WriteSome Friendly Writing AdviceWriting Your Research ReportWriting Your AbstractWelcoming Peer CritiqueKey Ideas13. Present and PublishThe Importance of Presenting Your ResearchChallenge the Status Quo of PresentationsPointers for PresentingWriting Your Self-Study ProposalAdvice for PresentingThe Proposal Review ProcessAdvice for Getting PublishedKey IdeasClosing RemarksAppendix A:Sample of a Self-Study Teacher Research Exemplar BriefAppendix B:Self-Study is Not Just for Classroom TeachersGlossaryReferencesIndexAbout the Author