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| Author | : Arthur Joseph Christensen |
| Publisher | : |
| Total Pages | : 450 |
| Release | : 2005 |
| Genre | : Action research in education |
| ISBN | : |
| Author | : Karen Goodnough |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 105 |
| Release | : 2011-10-23 |
| Genre | : Science |
| ISBN | : 9460915833 |
This book provides an introduction to the nature of collaborative action research, explains how to engage in the action research process, and offers readers insights into how collaborative action research may be embedded in everyday classroom practice. The latter objective will be accomplished by engaging the reader with four case studies about teachers who took part in collaborative action research. Each case study focuses on teacher beliefs about science teaching and learning, how school-based teams of teachers develop and implement plans of action in their classrooms, and how action research results in changes teacher learning and classroom practice. This book will be of interest to anyone who wishes to develop an understanding of or engage in collaborative action research, especially practitioners and teacher educators.
| Author | : Allan Feldman |
| Publisher | : Taylor & Francis |
| Total Pages | : 150 |
| Release | : 2023-08-17 |
| Genre | : Education |
| ISBN | : 1000926966 |
This engaging and practical book offers science teacher educators and K-12 science teachers alike the tools to engage in a dialogic mode of collaborative action research (D-CAR), a collaborative mode of action research focused on teachers’ experiences with students, reflection upon these experiences, and peer learning. Renowned science educator Allan Feldman and co-authors from across numerous settings in K-12 science education present the theory, methodology, case studies, and practical advice to support the use of D-CAR as a means to enhance teachers’ normal practice and address the problems, dilemmas, and dissonances that science teachers must negotiate as they work to meet the needs of an increasingly diverse student population and engage with complex science teaching challenges that disproportionately affect marginalized students. The book will be of use to science teacher educators, pre-service and in-service science teachers, professional development specialists, or any science educator invested in developing creative, reflective, and thoughtful teachers.
| Author | : Diane Cunningham |
| Publisher | : ASCD |
| Total Pages | : 208 |
| Release | : 2011 |
| Genre | : Education |
| ISBN | : 1416611622 |
Learn how to use collaborative action research to formulate questions about your chosen topics, take action, and collect and analyze data to answer those questions.
| Author | : Sharon Nodie Oja |
| Publisher | : Routledge |
| Total Pages | : 232 |
| Release | : 1989 |
| Genre | : Education |
| ISBN | : 9781850005209 |
| Author | : Carol Munson |
| Publisher | : |
| Total Pages | : 120 |
| Release | : 2021 |
| Genre | : |
| ISBN | : |
There is growing consensus in the education world about the need to change the dominant practices in P-12 teacher professional development, which do not respect teacher knowledge and are unconnected to teachers' daily work, to be more consistent with new and ambitious visions for school reform. This study employed collaborative action research, using improvement science, in which a small cadre of teachers worked through problems of practice to examine the effect on their practice and student learning. In this research project, I implemented a systematic evidence-based process developed by Anthony Bryk, president of the Carnegie Foundation for the Advancement of Teaching. The focus was on improving the actual day-to-day work in the classroom, as well as, embrace an approach that utilizes multiple quick tests of change and iterative refinement of the interventions. Findings of the study showed improvement of professional practice through the use of collaborative action research. The teachers found that student learning was increased as a result of the collaborative action research process. Teacher perceptions documented the belief that the use of improvement science did positively inform professional development. The data showed teachers perceived that collaboration, shared goals and responsibility, trust, and process all contributed to a high level of quality professional development. This study was unable to sufficiently provide conclusive evidence that teacher action research can close the gap among professional development, evaluation, student learning, and school improvement. However, some consistent connections were noted.
| Author | : Gerald J. Pine |
| Publisher | : SAGE |
| Total Pages | : 417 |
| Release | : 2008-10-31 |
| Genre | : Education |
| ISBN | : 1452278741 |
"This is a wonderful book with deep insight into the relationship between teachers′ action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples." —Kejing Liu, Shawnee State University Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method. Key Features Discusses how to build a school research culture through collaborative teacher research Delineates the role of the professional development school as a venue for constructing a knowledge democracy Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies
| Author | : Rachel Diane Askew |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2019 |
| Genre | : |
| ISBN | : |
States across the nation are reporting a shortage in teachers, with science being a particular area of need (Sutcher, Darling-Hammond, & Carver-Thomas, 2016). Research has been done, and is still taking place, centered around elementary school teachers and their beliefs on science teaching (Avraamidou, 2014; 2016), due in part to a noticeable trend in low science teaching self-efficacy, which can impact students beliefs in science (Bergman & Morphew, 2015; Krajcik, Czerniak, & Berger, 2003; Menon & Sadler, 2016; Ramsey & Howe 1969;).Studies on science teacher identity are not often representative of elementary education teachers (Mensah, 2016); nor do they approach the topic from a discussion of subjectivity (Bazzul, 2016).Through collaboration by means of Participatory Action Research (PAR) between myself, as an instructor, and six pre-service elementary teachers, as undergraduate students, we explored what it means to be(come) an elementary science teacher. PAR gave us a space to negotiate the traditional power relations between teacher-students and researcher-participants by allowing for an authentic collaboration where the students realities and views of who they are and want to be as science teachers lead the class. Using a theoretical framework of subjectivity and building off work in elementary science teacher identity (Avraamidou, 2014; 2016; 2019; Mensah, 2016), we disrupted the traditional course expectations and created our own course based on students questions and understandings. The study took place in a sixteen-week elementary science methods course with six students and one instructor. Students in the course were enrolled in the teacher preparation program and in their last semester of course work before completing full-time residency in an elementary or middle school. Data consists of various documents including the co-created course syllabus, assignments, readings, activities, and journals, as well as teacher observations and notes. Individual journal reflections were required at the end of every class and class conversations dove deeper in to concepts on science education and science teacher identity. Collectively, we created a class journeys timeline, which serves as our representation of what we learned about ourselves as science teachers throughout the project..
| Author | : Richard Sagor |
| Publisher | : Solution Tree Press |
| Total Pages | : 305 |
| Release | : 2010-04-01 |
| Genre | : Education |
| ISBN | : 1935543814 |
Constant, high-quality collaborative inquiry sustains PLCs. Become disciplined and deliberative with data as you design and implement program improvements to enhance student learning. This book delves into the five habits of inquiry that contribute to professional learning. Get to know them and the action research process they represent. Detailed steps show you how to accomplish collaborative action research that drives continuous improvement.
| Author | : Jennifer Yeo |
| Publisher | : Springer |
| Total Pages | : 221 |
| Release | : 2017-10-16 |
| Genre | : Science |
| ISBN | : 9811051496 |
This book is based on presentations at the International Science Education Conference (ISEC) 2014. It showcases a selection of the best papers by researchers and science teachers from the Asia-Pacific region, North America and the United Kingdom. Centered on the theme of “Pushing the boundaries – Investing in our future”, they pursue new ways of helping learners appreciate the diversity and changes in science that result from a globalised world facing complex and diverse environmental and technological issues. The chapters touch on various themes in science education that explore and investigate issues of scientific literacy, societal challenges and affect, and teacher professional development. Its comprehensive themes make it a valuable textbook for graduate students of master’s and Ph.D. programs. It also appeals to pre-service and in-service teachers as a resource on innovative pedagogical practices and creative methods of professional development. With a selection that emphasises the research-practice nexus in education research, it serves as an introductory handbook for teachers to connect with the current issues facing science education.
