Teachers Doing Research: The Power of Action Through Inquiry

ISBN-13: 9781138463752 / Angielski / Twarda / 2017

Gail E. Burnaford

Opis

This text describes the process of doing teacher action research. But it is much more than a dry presentation of "methods". Filled with examples of teacher action research projects, provided by teachers themselves, the book places teachers at the heart of the action research processes.

Recenzje

"Throughout the book are many concrete illustrations of ways artists and classroom teachers have successfully worked together. Arts integration "snapshots" are enlivened with a number of black-and-white photographs and diagrams; an insert of 30 color photos provides further on-the-scene backup examples. The attention paid to inclusion of cultural relevance and multiple intelligence theory is well evident. The helpful array of appendices includes a list of funding sources, sample projects, scope-and-sequence charts, assessment instruments, a selective bibliography, Web sites, a state arts agency directory-and more! In sum, this is a very useful addition to the professional library of classroom teachers, arts specialists, and educational policymakers."
—Childhood Education

Spis treści

Contents: Preface. Introduction. Part I: Ways of Doing Teacher Action Research. D. Hobson, Action and Reflection: Narrative and Journaling in Teacher Research. J.C. Fischer, Action Research Rationale and Planning: Developing a Framework for Teacher Inquiry. G. Burnaford, Teachers' Work: Methods for Researching Teaching. D. Hobson, L. Smolin, Teacher Researchers Go Online. In Practice--Part I: Teachers Doing Research. N. Brankis, Discovering the Real Learner Within: Journal Keeping With Second-Grade Children. E. Koller, Overcoming Paradigm Paralysis: A High School Teacher Revisits Foreign Language Education. W. Shilkus, Racing to Research: Inquiry in Middle School Industrial Arts. R. Moon, The Personal and the Professional: Learning About Gender in Middle School Physical Education. M.C. Stephens, LAPTOPS: Language Arts for Students With Learning Disabilities: An Action Research Curriculum Development Project. Part II: School and Professional Contexts. D. Hobson, Learning With Each Other: Collaboration in Teacher Research. G. Burnaford, School and University Teacher Action Research: Maintaining the Personal in the Public Context. L.S. Tafel, J.C. Fischer, Teacher Action Research and Professional Development: Foundations for Educational Renewal. In Practice--Part II: Teachers Doing Research. J.L. Whitcomb, When the Mountain and Mohammed Meet: Teachers and University Projects--A Model For Effective Research Collaboration. V. Schaffel, Shifting Gears: An Urban Teacher Rethinks Her Practice. J. Samuel, S. Sheldon, Piecing Our Past Through Artistic Inquiry: Students and Teachers as Co-Researchers in an Urban Elementary School. K. Visconti, Leading a School-Based Study Group: My Personal Path to Renewal. N. Hubbard, Three Contexts for Exploring Teacher Research: Lessons About Trust, Power, and Risk. J.C. Senese, The Action Research Laboratory as a Vehicle for School Change. Part III: The Larger Arena. S. Jungck, How Does It Matter? Teacher Inquiry in the Traditions of Social Science Research. J.C. Fischer, N. Weston, Teacher Research and School Reform: Lessons From Chicago, Curitiba, and Santiago. In Practice--Part III. O. van den Berg, Afterword: The Three P's in Teacher Research: Reflecting on Action Research From Personal, Professional, and Political Perspectives.

O autorze

Gail E. Burnaford, Joseph Fischer, David Hobson