Abstract
Educators play a crucial role in shaping student learning experiences. Practitioners engage in scholarly inquiry daily in classrooms and educational settings. Scholarly inquiry varies based on context and student needs. By viewing classrooms as research labs, educators can foster curiosity and develop research. It is the goal of this article to encourage educators to engage in The Scholarship of Teaching and Learning by formalizing their insights into publishable writings.
Recommended Citation
Wolff, David; Zerr, Donna; and Gober, Carissa
(2024)
"Why Researchers Need to Hear Practitioners’ Voices: A Call to Action,"
Essays in Education: Vol. 30:
Iss.
2, Article 3.
Available at:
https://openriver.winona.edu/eie/vol30/iss2/3
Primary Author Bio Sketch
David Wolff is an Assistant Professor in Elementary Inclusive Education in the School of Teaching and Learning at Minnesota State University Moorhead in Moorhead, MN.
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Adult and Continuing Education and Teaching Commons, Educational Administration and Supervision Commons, Elementary Education and Teaching Commons, Other Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Publishing Commons, Scholarship of Teaching and Learning Commons, Secondary Education and Teaching Commons, Student Counseling and Personnel Services Commons
