1. Acknowledgments

   Preface

    

   Part I-Breathing Life into Research Methods for Teachers

   1. Introduction: Why Critical Praxis Research?

   2. Stages of Grief & Bringing the Joy Back to Inquiry

   3. Positivist Research, Death of the Self

   4. Qualitative Research: The Researcher in a Comatose State

   5. CPR, Breathing New Life into Research Methods for Teachers

    

   Part II-Practicing Critical Praxis Research

   6. The Seven Deadly Sins: Vices and Virtues of CPR

   7. The Art of CPR Research Design

   8. From Knowledge Discovery to Understanding

   9. Demystifying Research Ethics in CPR

    

   Part III-CPR in Action

   10. Finding Solidarity with/in/through CPR

   11. Shaken and Stirred by Carolyne Ali-Kahn

   12. Making Space for Praxis: Reflections on Research with ESL Teachers by Elizabeth Robinson

   13. Developing My Own Ways of Knowing as a Teacher Researcher by Maura Morse

   14. The Interplay of Identity, Context, and Purpose in a Study of Mathematics Teaching and Learning by Roser Giné

   15. An Alternative in UpStream: Reconsidering Alternative Education and Resiliency vis-à-vis Identity and Context by Siouxsie Espinosa

   16. From Research to Me-Search by Christopher J. Avilés

   17. The Whole Story by Melissa N. Winchell

    

   Glossary

   Index

Critical Praxis Research (CPR) is a teacher research methodology designed to bridge the divide between practitioner and scholar, drawing together many strands to explain the research process not just as something teacher researchers do, but as a fundamental part of who teacher researchers are. Emphasizing the researcher over the method, CPR embraces and amplifies the skills and passions teachers naturally bring to their research endeavours. Emerging from the tradition of critical pedagogy, Critical Praxis Research: Breathing New Life into Research Methods for Teachers transcends longstanding debates over quantitative vs. qualitative and scholar vs. practitioner research. The text examines the histories and current applications of common methodologies and re-conceptualizes the ways that these methodologies can be used to enhance teachers' identities as practitioners and researchers. It also provides a critical examination of the role of Institutional Review Boards, and explores the complexity and ethics of data collection, data analysis, and writing. Through guiding questions and writing prompts, the author encourages readers to think through the process of design and conducting CPR. The text is theoretically rich, but written in an accessible style infused with metaphor, irony, and humour. Critical Praxis Research: Breathing New Life into Research Methods for Teachers is both instructive and uplifting, sending the message that research is difficult but also joyful, like life itself.