Fire & Ice: Igniting and Channeling Passion in New Qualitative Researchers
"Fire & Ice" presents the educational inquiry process to school practitioners and aspiring leaders. The context for this study is unusual because it addresses inquiry learning at both the master's and doctoral level and within group settings. The picture that emerges illustrates ways for mentors to engage graduate students in learning, writing, and research through collaborative structures, with an emphasis on learning communities as the primary vehicle for growth and success. In the book, graduate students have served as research participants, focus group members, and survey respondents in their dual role as peer mentor. Because graduate education is being challenged to meet the changing needs of the twenty-first century, the influence of the professions on academic degrees has meant that students must develop as scholar practitioners instead of strictly intellectual academics. Metaphorically, the fire (possibility, desire, and content) and ice (restraint, structure, and form) of scholarly inquiry is used as a literary device to capture what it might mean for students to perform inquiry.
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Creating Conditions for Scholarly Inquiry Conceptual Scaffolds
Performing Inquiry in Educational Leadership
Assessing the Reflective Scholarly Inquiry Process Writers Tools
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academic activity African American analysis anthrax areas assessment assignments become bio)terrorism C. A. Mullen cational challenge Chapter classroom collaborative collaborative writing comentoring context course create creative critical culture dents discussion dissertation distance education distance learning doctoral students Dueling Dragons e-learning educational leadership emergency engagement evaluation example experience explored faculty feedback Fire and Ice focus formal goals graduate students higher education ical ideas identified individual instructor interaction interviews involved issues Kealy knowledge leadership programs learners literature master's mentoring metaphor methods paper participants pedagogical peer performance perspectives prac practice preparation problem professional professor qualitative research racial profiling racism reflective relevant responses rience role scholar practitioner scholarly inquiry school leaders shared skills social strategies structure survey teachers and administrators teaching tion topics triangulation WebCT WPF model writing process