rt of Scholar-Practitioner Inquiry is grounded in the premise that context-embedded studies can yield important insights into the complexities of educational practice. For Scholar-Practitioners, such inquiries often arise when the routine course of events is disrupted. The resulting disequilibrium precipitates a desire to understand what happened. Gaining such understanding entails a capacity for recollective, introspective, and conceptual reflection. Through a series of Reflective Prompts, From Moment to Meaning encourages educators to cultivate a reflective mindset conducive to careful examination of practice-embedded dilemmas. While most directly applicable to those enrolled in Master's and doctoral programs, the information in the chapters and scenarios of this book can be used by all thoughtful educators whose practice is enhanced by a commitment to deep learning. By reflecting on lived experience, practitioners can theorize about the significance of evocative moments and thereby contribute to the evolving discourses in the field of education.