OK, so we've been chatting about some of the numbers. In some cases you are all falling asleep, in others, you are all fired up. Our task now is to turn our attention to thinking like a teacher researcher.
The Anderson preface talks about the importance of being a teacher researcher given today's political context.
So, being a teacher researcher, how would you use these numbers to pose relevant questions about curriculum? Why are they important? How would you answer them?