“ We don’t see things as they are; we see them as we are.” Anais Nin

1. “We don’t see things as they are; we see them as we are.” Anais Nin What are some of your interests as they relate to education and life? What is your experience with teaching? What is your experience with research? How do you imagine the disciplines of teaching and research might intersect?

2. objective discourse analysis ethical hypothesis testing researchers validity subjects participants mixed methods quantitative qualitative ethical quantifiable positivistic sciences as truth fifth moment s ubjective empirical conceptual frame phenomenon participatory research interpretive ethnography sociocultural research methodology theoretical frame emergent forms narrative inquiry action research program of research making the familiar strange descriptive analysis review of literature multi-epistemology epistemology methodology case study research questions exemplars post-positivist triangulation reader reliability correlational quasi-experimental design experiments historical instrumentation survey interview neuroimaging meta-analysis protocol data analysis coding comparative measures retrospective study credibility confidentiality risk variables multiple regression analysis criterion participant observation findings data collection analytic strategies ecological approach reliability field entry sampling field notes data analysis artifact and archival data paradigm ideology construct validity external validity design oral history pilot study sources of data research methods theoretical grounding tables models narratives epistemological assumptions consequences

3. Teacher as researcher  "There is no use trying," said Alice; "one can't believe impossible things." "I dare say you haven't had much practice," said the Queen.  "When I was your age, I always did it for half an hour a day. Why, sometimes I've believed as many as six impossible things before breakfast."

4. Inquiry Six Principles of Practice • Feeding Your Muse: Generating Wonderings and “What Ifs . . .” • Connecting Webs of Meaning: Seeing It Slant • Improvising: Recastings and other Mind Migrations • Learning The Landscapes: Walkabouts, Meanderings, Circular Journeys, and Untended Paths • Mapping Paths of Inquiry: Processes of Searching and Researching the Possibilities • Rendering What We Almost Know

5. From Susan Orlean’s The Orchid Thief I read lots of local newspapers and particularly the shortest articles in them, and most particularly any articles that are full of words in combinations that are arresting. In the case of the orchid story I was interested to see the words “swamp” and “orchids” and “Seminoles” and “cloning” and “criminal” together in one short piece. Sometimes this kind of story turns out to be something more, some glimpse of life that expands like those Japanese paper balls you drop in water and then after a moment they bloom into flowers, and the flower is so marvelous that you can’t believe there was a time when all you saw in front of you was a paper ball and a glass of water. The judge in the Seminole orchid case had scheduled a hearing a few weeks after I read the article, so I arranged to go down to Naples to see if this ball of paper might bloom.

6. Tool: Researcher’s journal • When engaged in inquiry, a journal will provide you with a space and show that there is a wealth of informing, questioning, talking, imagining, writing, and sketching that goes into research. It takes time and space to learn. In the pages of a journal, we might capture observations and fleeting thoughts, hold tentative understandings, hatch new ideas, store favorite words, images, and imaginings. All of this work facilitates inquiry.

8. A visual walk-aboutWhat stays with you? What do you react to, notice, feel?Identifying issues: What debatable or problematic issues arise?Identifying beliefs: What do you believe about some of the issues raised?Identifying questions: What questions are raised for you?

11. G.I. Joe from the 1960s and from 2009

12. Mohamaed Buwe Osaman “Anorexia Nervosa” (2004, acrylic)

15. Walkabout 2 • More inciting texts • Take stops to capture little storms that come into your mind.

16. Mapping • Mapping is a useful metaphor for thinking about creating and following a path of inquiry that is laid out while walking. Questions present themselves along the way rather than being predetermined. Mapping is the process of continually formulating and reformulating questions, concerns, problems, issues, or wonderings during the process of studying and learning. As new ideas are discovered through observing, reading, talking, viewing, and shaping thoughts. Inquiry winds and undulates and rests and moves its way along.

17. Mapping • Map the conversations you’ve had with texts, with much detail. Record fragments, surprises, understandings, questions, imaginings, connections. The map you create is a roadmap of the inquiry you are engaged in. It will also serve as a guide for the ongoing inquiry.

18. What are 3 aspects of this inquiry that are of interest for further study? • What contradictions capture your attention? What in those contradictions might be interesting to study? • Choose one area of interest and write about it. • Read what you wrote to a partner and discuss the similarities and differences in your developing interests. • Reflect on your discussion.