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The international collection of essays contained in this volume
offer a comprehensive look at how small groups are being employed
in the field of education today and the purposes for which they are
being used. Where teaching is concerned, readers of this volume
come to know how teachers experience professional development in
book clubs, Critical Friends Groups, and teacher research groups
and how action research has been used by teachers in a particular
curriculum reform project. Where teacher education is concerned,
readers are afforded an insider view of what is happening in
various cohorts and other small group configurations throughout the
nation and the world, particularly with respect to diversity.
Finally, readers catch a glimpse of what is occurring in higher
education and how professors learn to be teacher educators,
contributing members of the academy, and collaborative colleagues
in their efforts to support and enhance student learning along the
educational continuum.
Teachers are the single most important element in helping every
child succeed in school. Making Classroom Inquiry Work: Techniques
for Effective Action Research is designed to serve those who wish
to delve deeper into their action research or as leaders in teacher
research and reflective practice. Robert P. Pelton is also the
author of Action Research for Teacher Candidates: Using Classroom
Data to Enhance Instruction, written in the hopes of equipping
teachers-in-training with the skills needed for action research: a
process that leads to focused, effective, and responsive strategies
that help students succeed. These two books serve as both a perfect
training curriculum for pre-service teachers at the undergraduate
or graduate level and as an excellent vehicle for professional
development for in-service teachers.
The international collection of essays contained in this volume
offer a comprehensive look at how small groups are being employed
in the field of education today and the purposes for which they are
being used. Where teaching is concerned, readers of this volume
come to know how teachers experience professional development in
book clubs, Critical Friends Groups, and teacher research groups
and how action research has been used by teachers in a particular
curriculum reform project. Where teacher education is concerned,
readers are afforded an insider view of what is happening in
various cohorts and other small group configurations throughout the
nation and the world, particularly with respect to diversity.
Finally, readers catch a glimpse of what is occurring in higher
education and how professors learn to be teacher educators,
contributing members of the academy, and collaborative colleagues
in their efforts to support and enhance student learning along the
educational continuum.
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