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The Power of Learning from Inquiry - Teacher Research as a Professional Development Tool in Multilingual Schools (Hardcover, New)
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The Power of Learning from Inquiry - Teacher Research as a Professional Development Tool in Multilingual Schools (Hardcover, New)
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A volume in Adult Education Special Topics: Theory, Research, and
Practice in Lifelong LearningSeries Editor: Kathleen P. King,
Fordham UniversityThe power of teacher inquiry is revealed when
educators examinetheir practices and the factors that influence
them with the purpose ofmaking necessary changes to improve the
learning opportunities of theirstudents, and working conditions in
schools. As such, in this book theauthor proposes that reflection
and inquiry done by teachers in multilingualclassrooms and schools
may assist them to construct effective learningcommunities. In this
book, Dr. Nev rez-La Torre examines differentways to reflect and
conduct teacher inquiry in instructional settings wherestudents
speak more than one language.Her exploration focuses on a
teacher-oriented question: What happens when practitioners whowork
in multilingual schools inquire about their own practice, their
students' learning, and their school'sability to create a community
of learners and thinkers? The main purpose of the book is to
delineate amodel for conducting classroom inquiry that teachers may
follow to pursue important questions abouttheir practice and
multilingual students' learning process.Some special features of
the volume include: a case study of amultilingual teacher inquiry
group; description of the steps to followin designing and
implementing inquiry projects; and a bibliography ofkey resources
(i.e., books, websites, and journals) for conductingteacher inquiry
as a professional development tool and for learningabout
linguistically diverse classrooms and schools.There are eight
chapters in this book divided into three sections.Although the
sections are thematically connected, the readermay use them
independently of each other. The first section introducesthe idea
for the book, the author as a practitioner-researcher, and themain
practical and conceptual issues discussed in the book. In addition,
there is a chapter that introduces a model for using teacherinquiry
as a tool for professional development. The second sectionincludes
the analyses of the trajectory followed by three teachers intousing
teacher inquiry to grow as professionals in ESL and
bilingualclassrooms. The third section of the book situates
professional development using teacher inquiry within abroader
theoretical framework supported by other research done by
academicians in various educationalfields. It also examines some
key implications of this work for the education of in-service and
pre-serviceteachers.
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