Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K-12 Classroom

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Overview

Helping teachers engage K–12 students as participatory researchers to accomplish highly effective learning outcomes

Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K–12 Classroom demonstrates how teachers can use action research as an integral component of teaching and learning. The text uses examples and lesson plans to demonstrate how student research processes can be incorporated into classroom lessons that are linked to standards.

Key Features

  • Guides teachers through systematic steps of planning, instruction, assessment, and evaluation, taking into account the diverse abilities and characteristics of their students, the complex body of knowledge and skills they must acquire, and the wide array of learning activities that can be engaged in the process
  • Demonstrates how teacher action research and student action learning—working in tandem—create a dynamic, engaging learning community that enables students to achieve desired learning outcomes
  • Provides clear directions and examples of how to apply action research to core classroom activities: lesson planning, instructional processes, student learning activities, assessment, and evaluation
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Product Details

  • ISBN-13: 9781412939751
  • Publisher: SAGE Publications
  • Publication date: 3/26/2009
  • Edition description: New Edition
  • Pages: 200
  • Product dimensions: 7.20 (w) x 9.00 (h) x 0.50 (d)

Meet the Author

Ernest T. Stringer is author of numerous influential books on action research, including Action Research in Education (2008), Action Research in Health (with Bill Genat, 2004), and Action Research in Human Services (with Rosalie Dwyer, 2005). After an early career as primary teacher and school principal, Stringer served as lecturer in education at Curtin University of Technology in Western Australia. From the mid-eighties, based at Curtin’s Centre for Aboriginal Studies, he worked collaboratively with Aboriginal staff and community people to develop a wide variety of innovative and highly successful education and community development programs and services. As visiting professor at the University of New Mexico and Texas A&M, he has taught research methods courses and engaged in projects with African American and Latino community and neighborhood groups. As a UNICEF consultant, he recently engaged in a major project to increase parent participation in the schools in East Timor. Stringer has served (until prior to publication of this book) as a member of the editorial board of the Action Research Journal and is past president of the Action Learning and Action Research Association (ALARA).

Lois Mc Fadyen Christensen, Ph D is an associate professor in the Department of Curriculum and Instruction at the University of Alabama at Birmingham. She is an elementary social studies specialist at the undergraduate and graduate levels teaching undergraduate, masters, and doctoral level course work. For six years, she facilitated a collaborative, cross-disciplined approach on the Birmingham Civil Rights Movement. Dr. Christensen’s publications and presentations are often in conjunction with inservice teachers and pertain to social studies research, critical pedagogy, and the Reggio Emilia approach to early childhood education.

Shelia C. Baldwin’s education career spans 27 years, with seventeen years in public school and ten in higher education. As a high school teacher of English, Reading and ESL, she taught diverse students who were often struggling and disengaged, which inspired her to eventually pursue her Ph.D. Her early work in action research with high school students to study the cultural diversity in their environment was transformational in her perception of classroom life. Her interest, promoting collaboration between teachers and students in the exploration and implementation of alternative instructional approaches, has been a focal point in her continuing work and research as a teacher educator. She has examined her own classes to learn more about teacher candidates’ developing theories about teaching, students, and learning environments. She has developed and supervised service learning field experiences in urban settings for undergraduate and graduate teacher candidates in content literacy courses to provide them with autonomous experiences in diverse settings. Her integration of action research processes introduces the concept of teacher as researcher and guides them toward critical reflection on their experiences that contribute toward their developing theories. She has developed a Master’s level action research course for both initial certification candidates and practitioners.

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Table of Contents

Preface
Acknowledgments - Chapter
1. Action Research in Teaching and Learning
2. Learning Theory
3. Lesson Planning
4. Instruction: Facilitating Student Learning
5. Action Learning: Accomplishing Objectives, Outcomes, and Standards
6. Assessment and Evaluation
Appendix. Case Examples
References
Index
About the Authors

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