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As a teacher, I generally tend to be skeptical of books that are intended “for teachers.” I often worry that some of these books talk down to teachers by overly focusing on how-to instructional approaches. That is to say, the tendency of certain books “for teachers” to emphasize quasi-prescriptive notions of “best practice” downplays the significance of teacher knowledge—essentially implying that a given instructional strategy or a particular approach will work for all students, if only teachers are able to implement it in the “right” way. Obviously I am not suggesting that learning a new instructional strategy is not a worthwhile endeavor. But, as teachers, one of the significant things that we must remember is that our professional work entails the challenging task of learning through reflective practice, inquiry, and collaboration.

A Starting Point for Practitioner Inquiry: A Review of The Reflective Educator’s Guide to Classroom Research