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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.
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.
This volume contains a unique compilation of research and
reflections representing multiple vantage points stemming from
different parts of the world that can help science educators and
teacher educators in finding ways to meaningfully and purposefully
embed sustainability into teaching and learning. It is a rich
resource for exploring and contextualizing sustainability-oriented
science education. At this time we find ourselves in a situation in
which the earth’s ecological system is under significant strain
as a result of human activity. In the developed world people are
asking “How can we maintain our current standard of living?”
while those in the developing world are asking “How can we
increase the quality of our lives?” all while trying to do what
is necessary to mitigate the environmental problems. This volume
responds to these questions with a focus on educating for
sustainability, including historical and philosophical analyses,
and pedagogical and practical applications in the context of
science teacher preparation. Included are many examples of ways to
educate science teachers for sustainability from authors across the
globe. This text argues that issues of sustainability are
increasingly important to our natural world, built world, national
and international economics and of course the political world. The
ideas presented in the book provide examples for original,
effective and necessary changes for envisioning educating science
teachers for sustainability that will inform policy makers.
This volume contains a unique compilation of research and
reflections representing multiple vantage points stemming from
different parts of the world that can help science educators and
teacher educators in finding ways to meaningfully and purposefully
embed sustainability into teaching and learning. It is a rich
resource for exploring and contextualizing sustainability-oriented
science education. At this time we find ourselves in a situation in
which the earth's ecological system is under significant strain as
a result of human activity. In the developed world people are
asking "How can we maintain our current standard of living?" while
those in the developing world are asking "How can we increase the
quality of our lives?" all while trying to do what is necessary to
mitigate the environmental problems. This volume responds to these
questions with a focus on educating for sustainability, including
historical and philosophical analyses, and pedagogical and
practical applications in the context of science teacher
preparation. Included are many examples of ways to educate science
teachers for sustainability from authors across the globe. This
text argues that issues of sustainability are increasingly
important to our natural world, built world, national and
international economics and of course the political world. The
ideas presented in the book provide examples for original,
effective and necessary changes for envisioning educating science
teachers for sustainability that will inform policy makers.
Now in its third edition, Teachers Investigate Their Work
introduces both the theoretical concepts and the practical methods
necessary for readers wishing to develop their action research.
Drawing from studies carried out by teachers and other
professionals, as well as from the authors' own international
practical experience, the book provides detail on multiple
educational contexts from primary education to university training
and beyond. It contains over 50 practical methods and strategies to
put into action, and explores key areas, such as: the purpose,
roots, and varieties of action research collaborating with a
critical friend, research participants, or your peers choosing a
data collection method observing and documenting situations making
sense of your data action research for professional development.
This key text also provides crucial tools, such as: a simple 'quick
start' nine step guide a toolbox for producing written reports a
criteria for guiding the quality of action research. A concise yet
thorough introduction to action research, Teachers Investigate
Their Work is an essential, practical, and easily accessible
handbook for teachers, senior staff, and researchers who want to
engage in innovation and improve their practice.
Now in its third edition, Teachers Investigate Their Work
introduces both the theoretical concepts and the practical methods
necessary for readers wishing to develop their action research.
Drawing from studies carried out by teachers and other
professionals, as well as from the authors' own international
practical experience, the book provides detail on multiple
educational contexts from primary education to university training
and beyond. It contains over 50 practical methods and strategies to
put into action, and explores key areas, such as: the purpose,
roots, and varieties of action research collaborating with a
critical friend, research participants, or your peers choosing a
data collection method observing and documenting situations making
sense of your data action research for professional development.
This key text also provides crucial tools, such as: a simple 'quick
start' nine step guide a toolbox for producing written reports a
criteria for guiding the quality of action research. A concise yet
thorough introduction to action research, Teachers Investigate
Their Work is an essential, practical, and easily accessible
handbook for teachers, senior staff, and researchers who want to
engage in innovation and improve their practice.
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