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Becoming a Teacher through Action Research, Third Edition
skillfully interweaves the stories of pre-service teaching with the
process of action research. This engaging text focuses specifically
on the needs of pre-service teachers by providing assistance for
all stages of the research experience, including guidance on how to
select an area of focus, design a culturally-proficient study,
collect and interpret data, and communicate findings. With an
updated introduction and two new chapters, this revised edition
fully develops a convincing response to the framing question of the
book, "Why pre-service teacher action research?" The new edition
continues to focus on elements of trustworthy pre-service teacher
action research, and provides a more robust overview of research
methodology. Using additional activities, charts, and examples,
this book offers support during the steps of writing a critical
question, data collection, data analysis and the use of analytic
memos. New Features in the Third Edition include: New chapters on
ongoing data analysis and final data interpretation, which include
practice scenarios and examples to give readers a deeper
understanding of doing the work of action research processes; An
expanded chapter on action research methodology, which includes
scaffolds for making methodological decisions, additional practice
scenarios, and a revised action research design template; New
end-of-chapter Content and Process Questions to encourage deeper
understanding; New examples throughout, expanded additional
glossary terms, enhanced literature review guidance, and updated
templates to support action research projects; An updated companion
website with downloadable templates and additional instructor
resources; A revised interior text design to increase the
accessibility of the text. This one-of-a-kind guide continues to
offer invaluable support for teacher-education students during a
critical phase of their professional-and personal-lives.
Becoming a Teacher through Action Research, Third Edition
skillfully interweaves the stories of pre-service teaching with the
process of action research. This engaging text focuses specifically
on the needs of pre-service teachers by providing assistance for
all stages of the research experience, including guidance on how to
select an area of focus, design a culturally-proficient study,
collect and interpret data, and communicate findings. With an
updated introduction and two new chapters, this revised edition
fully develops a convincing response to the framing question of the
book, "Why pre-service teacher action research?" The new edition
continues to focus on elements of trustworthy pre-service teacher
action research, and provides a more robust overview of research
methodology. Using additional activities, charts, and examples,
this book offers support during the steps of writing a critical
question, data collection, data analysis and the use of analytic
memos. New Features in the Third Edition include: New chapters on
ongoing data analysis and final data interpretation, which include
practice scenarios and examples to give readers a deeper
understanding of doing the work of action research processes; An
expanded chapter on action research methodology, which includes
scaffolds for making methodological decisions, additional practice
scenarios, and a revised action research design template; New
end-of-chapter Content and Process Questions to encourage deeper
understanding; New examples throughout, expanded additional
glossary terms, enhanced literature review guidance, and updated
templates to support action research projects; An updated companion
website with downloadable templates and additional instructor
resources; A revised interior text design to increase the
accessibility of the text. This one-of-a-kind guide continues to
offer invaluable support for teacher-education students during a
critical phase of their professional-and personal-lives.
Becoming a Teacher of Writing in Elementary Classrooms nurtures
teachers' identities as writers, connects to the realities of
writing instruction in real and diverse classrooms, and encourages
critical and creative thinking. This text is about writing
instruction as a journey teachers and students embark on together.
The focus is on learning how to teach writing through specific
teaching and learning structures found in the Writing Studio:
mini-lessons; teacher and peer conferencing; guided writing; and
sharing, celebrating, and broadcasting writing. Pedagogical
features include teaching structures and strategies,
"Problematizing Practice" classroom scenarios, assessment
resources, and a Companion Website. Because a teacher who views him
or herself as a writer is best positioned to implement the Writing
Studio, a parallel text, Becoming-writer, give readers space to
consider who they are as a writer, their personal process as a
writer, and who they might become as a writer.
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