Teachers increasingly are being charged to conduct research on
teaching and learning in their classes. Action research is an
instrument that teachers can use for their particular classroom to
meet this charge. While traditional research provides effective
guidelines for teaching and learning, its generalized format does
not take into consideration the multitude of variables that affect
individual classrooms and students. Action research enables the
teacher to improve the learning of the students in their particular
context; this, in turn, improves the professional practice of the
teacher. The uniqueness of the model presented in this book is that
this model is guided by specific constructivist principles. These
principles are then transformed into learning strategies and
applied to the action research cycle. Each stage of the action
research process also is steered by prompts emanating from the
constructivist philosophy. The prompts provide questions that the
teacher can use to examine current practices and consider new
approaches. The blending of constructivism and action research
enables the teacher to create a new cognitive framework for
understanding and enhancing student learning . This book provides a
guide for combining two important traditions resulting in a
research platform which creates new knowledge about both students
and teachers.
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