Teacher Action Research: Building Knowledge Democracies
By: Gerald J. Pine (author)Paperback
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"Action Research: Building Knowledge Democracies" is designed to serve as a primary textbook for graduate level courses in action research. What sets it apart from other texts is its emphasis on action research as a vehicle through which schools can build knowledge democracies. This text goes beyond the "how to" of action research to examine the "why" - the historical origins, the rationale behind practice-based research, the related theoretical and philosophical perspectives, and the major paradigms of action research. A discussion of collaborative action research and action research as professional development along with a presentation of research methods and case studies demonstrates how action research can contribute to the creation of schools as centers of democratic inquiry.
Preface Acknowledgments Part I. Understanding Action Research 1. The Disconnection Between Educational Research and Practice: The Case for Teacher Action Research Historical Context Why the Disconnection Between Research and Practice? Responding to the Gap: Renewing an Old Debate Limitations of Experimental and Quasi-Experimental Design School Context and Educational Research The Search for School Context Transcending the R&D Model of Knowledge Transfer Embracing an Epistemology of Practice Moving Toward a Knowledge Democracy Teacher Action Research and Knowledge Democracies Summary 2. Teacher Action Research: Collaborative, Participatory, and Democratic Inquiry What Is Teacher Action Research? Action Research: Changing Practice Action Research: Teachers' Voices Action Research: Outcomes for Teachers The Origins of Action Research Approaches to Action Research Summary 3. A Paradigm of Teacher Action Research What Is a Paradigm? Four Research Paradigms Distinguishing Characteristics of an Action Research Paradigm Challenges for Action Research Summary 4. The Validity of Action Research What Is Validity? Triangulation Validity as Inquiry Generalizability in Action Research Summary 5. Teacher Action Research as Professional Development Action Research/Professional Development Action Research as Professional Development: Teacher Outcomes Action Research as Professional Development: Teacher Voices Summary Part II. Collaborative Action Research: Foundation for Knowledge Democracies 6. Collaborative Action Research The Collaborative Nature of Action Research The Interaction of Individual and Collaborative Action Research Summary 7. Conditions for Building a Knowledge Democracy Developing a "Work With" Posture Establishing Trust Finding Enough Time Confronting University Versus Classroom Issues Including Student and Parent Research Partners Learning How to Collaborate Summary 8. Creating Knowledge Democracies: Professional Development Schools The Nature and Character of a Professional Development School (PDS) The Challenges of Building a PDS as a Knowledge Democracy Summary Part III. Practicing Action Research 9. Fundamental Practices for Teacher Action Research Reflection Dialogue Documentation Focal Points for Observation, Journal Writing, and Reflection Summary 10. Case Study and Teacher Action Research What Is a Case Study? Case Studies of Programs Retrospective Case Studies of Curriculum Case Study of the Individual Summary 11. Conducting Teacher Action Research Modest Beginnings Finding Critical Friends A Few Principles for Conducting Action Research Summary Glossary Appendix A. Examples of Teacher Action Research Projects From Reading Recovery to Guided Reading, by Marie A. Lennon Why Do I Have to Know This Stuff? by Maryann Byrne What Happens to Students' Writing When I Add a Self-Assessment Component to Each Writing Activity? by Jody McQuillan Appendix B. Annotated Teacher Action Research Web Sites Appendix C. Curriculum and Instruction Web Sites References Index About the Author
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