Action Research for Teachers: Traveling the Yellow Brick Road / Edition 3 by Mary Louise Holly, Wendy C. Kasten, Joanne M. Arhar | | 9780135157619 | Paperback | Barnes & Noble
Action Research for Teachers: Traveling the Yellow Brick Road / Edition 3

Action Research for Teachers: Traveling the Yellow Brick Road / Edition 3

by Mary Louise Holly, Wendy C. Kasten, Joanne M. Arhar
     
 

ISBN-10: 0135157617

ISBN-13: 9780135157619

Pub. Date: 05/22/2008

Publisher: Pearson

Conducting action research in the classroom is a significant way for teachers to assess their own teaching with regard to student learning. Designed for teachers, especially reading teachers, Action Research for Teachers: Traveling the Yellow Brick Road uses the analogy of action research as a journey for self-discovery in evaluating how effective they

Overview

Conducting action research in the classroom is a significant way for teachers to assess their own teaching with regard to student learning. Designed for teachers, especially reading teachers, Action Research for Teachers: Traveling the Yellow Brick Road uses the analogy of action research as a journey for self-discovery in evaluating how effective they are as classroom teachers. The text provides a clear and thorough set of exercises and directives for determining a research plan, organizing the research, developing evaluation tools, collecting, displayng and evaluating data.

Product Details

ISBN-13:
9780135157619
Publisher:
Pearson
Publication date:
05/22/2008
Edition description:
New Edition
Pages:
416
Product dimensions:
7.40(w) x 9.10(h) x 1.00(d)

Related Subjects

Table of Contents

SECTION I THE SCHOLAR'S JOURNEY

1. Somewhere Over the Rainbow

A Time for Transformation If Ever a Time There Was

Action Research Defined: Doing It Differently

New Worlds - New Challenges - New Minds

Human Understanding and Community

Challenges to Educators

Calling All Wizards

Visions of a Profession of Wizards

2. Learning: Creating New Possibilities for Action

Professional Learning, Scholarship, and Community

Action Research and Educational Promise

Exploring the Forest: Developing Tools for the Journey

SECTION II DEFINING AND PUTTING ACTION RESEARCH IN CONTEXT

3. The Bigger Picture: Paradigms, Theories, and Research

Action Research in the Context of Research

4. Three Orientations to Knowledge and Methods of Research

Orientation

Methods of Research

Images of Teacher Learning: Three Ways to Consider the Relationship Between Knowledge and Practice

Characteristics of Action Research

Research Methods

5. From a Meandering Path to the Yellow Brick Road: A Brief History of Action Research

Against the Tides: Trail Blazers

Today: AR as Critical Reflection

SECTION III EXPLORING RESEARCHER SELVES AND THE PROFESSION

6. Journey of the Self: There's No Place Like Home

Ways to Exolore Our Teaching Selves

7. The Development Journey: Self and Action Research

A Developmental Continuum: Learning to Love the Journey

Three Domains of Development

SECTION IV DEVELOPING AN INQUIRING MIND

Case Studies

Helping Jen Learn English as a Second Language

The Literature Circle's Study

The S.T.A.R. Club Study

The Democratic Classroom Study

8. From Curiosity to Research Questions

How Do Questions Evolve?

Lenses for Inquiry: Zooming In, Zooming Out

9. Exploring and Problematizing Our Practice

What Do I Already Know?

Problematizing the Story of Chuck

A Scaffold for Problematizing

What Do Others Know? Students and Colleagues as Resources

Reviewing the Literature to Problematize

What Do I Expect to Find?

SECTION V DESIGNING AND PLANNING AN ACTION RESEARCH STUDY

10. From Research Questions to Planning a Study

What Is Design?

Designing a Quick Practice Study

11. Elements of Design: Planning and Documenting the Action

What Will I Try Out in Order to Improve My Practice? The Action Plan

How Will I Document the Process?

Observing

Interviewing

Examining Documents and Artifacts

12. Elements of Design: Verification, Interpretation, and Portrayal

How Will I Verify That My Judgements Are Trustworthy, Credible, and Respectful?

How Will I Interpret the Data?

How Will I Portray What I Have Learned and Make It Public?

How Will These Actions Make Life Better? What Will I Do Next?

What Ethical Considerations Need to Be Made?

SECTION VI ANALYZING AND INTERPRETING DATA

13. Exploring and Theorizing the Stories

Ongoing Interpretation

Analysis

Synthesis

Theorizing and Making Assertions

Verification

Oral Inquiries: Making Interpretations and Assertions in Community

14. Taking Action - What Will I Do Next? And How Will It Make Life Better?

Transformation

The Tension Between Democracy and Control in Educational Change

SECTION VII WRITING AND SHARING THE RESEARCH STORY

15. Writing as a Research Process

Writing Down, Writing Up, and Writing About

16. Narrative Writing

Narrative Defined: A General Term, a Process, and a Product

Writer Perspectives

Portraits, Portraiture, and Vignettes

17. Report Formats

General Questions and Information About Writing and Sharing

Foundational Questions to Consider

Questions Related to Sections of the Report

18. Building Learning Communities: Sharing Our Research

Structures for Action Research Communities

Ways of Sharing With the Larger Community

Developing Our Knowledge Base Through Transforming Ourselves as Learners

Lessons from Oz

Riddles, Paradoxes, and Contradictions

Lessons from Home, Heart, Mind, and Courage

The Riddles of Oz

Exploring the Forest: Constructing Lessons from Oz in a Portfolio

The Researcher's Story of the Journey

Glossary

Travelers' Notes and Stories A Problematizing the Honor Roll in Your School

Travelers' Notes and Stories B Increasing Social Interaction Between Students with Multiple Handicaps and Their Typical Peers

Travelers' Notes and Stories C Organizing and Visually Displaying Data

Travelers' Notes and Stories D Analyzing Student Writing and Mathematical Data

Travelers' Notes and Stories E Creating a Democratic Classroom: An Action Research Study

Travelers' Notes and Stories F Cyber-Portfolios: Motivating Our Students to Speak More

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