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The updated Fourth Edition of Rossman and Rallis's popular
introductory text leads the new researcher into the field by
explaining the core concepts through theory, research, and applied
examples. Woven into the chapters are three themes that are the
heart of the book: first, research is about learning; second,
research can and should be useful; and finally, a researcher should
practice the highest ethical standards to ensure that a study is
trustworthy. The Fourth Edition includes an elaborate discussion of
systematic inquiry as well as a nuanced discussion of developing a
conceptual framework.
The role of the teacher is no longer confined to the classroom or
to interactions with students. The authors of this book illustrate
through case studies the emerging roles of 'dynamic' teachers which
incorporate: seeing themselves as professionals and making a
commitment to professional behaviours; challenging student thinking
through appropriate questioning strategies; extending the classroom
into the community, and bringing the community into the classroom;
and becoming agents of change, advocating school reform.
Designed to foster "inquiry-mindedness," this book prepares
graduate students to develop a conceptual framework and conduct
inquiry projects that are linked to ongoing conversations in a
field. The authors examine different ways of knowing and show how
to identify a research question; build arguments and support them
with evidence; make informed design decisions; engage in
reflective, ethical practices; and produce a written proposal or
report. Each chapter opens with a set of critical questions,
followed by a dialogue among five fictional graduate students
exploring questions and concerns about their own inquiry projects;
these issues are revisited throughout the chapter. Other useful
features include end-of-chapter learning activities for individual
or group use. Useful pedagogical features include: * Framing
questions for exploration and reflection. * Chapter-opening
dialogues that bring in perspectives from multiple disciplines. *
Example boxes with detailed cases and questions for the reader. *
End-of-chapter activities and experiential exercises that guide
readers to develop their own inquiry projects. * Suggestions for
further reading.
Leading Dynamic Schools: How to Create and Implement Ethical
Policies is a policy book for people who work in and with schools:
teachers, building level leaders, central office administrators,
board members, and parent boards. In accessible language, the
authors deconstruct the conceptions and understandings of
educational policy. This volume serves as a companion volume to
Principals of Dynamic Schools (Rallis and Goldring, Corwin Press,
2000) and Dynamic Teachers (Rallis and Rossman, Corwin Press,
1995), books that introduced the construct of dynamic schools. This
book also draws on work from Becoming a Reflective Educator
(Reagan, Case and Brubacher, Corwin Press, 2000). Policy is an
often overused and more often misunderstood concept. The authors
bring to life the making and enacting of educational policy in
schools, and help readers develop a more sophisticated and complex
understanding of the purposes, evaluation, creation, and
implementation of school policies at all levels. As in the earlier
books, the authors use vignettes and cases, as well as research and
relevant theories, to illustrate important concepts. The theme of
power within policy permeates the text. The authors recognize that
policy tends to represent dominant voices, and that power can be
appropriate and legitimate. Dynamic schools are places where
multiple voices contribute to the policy-making and implementing
process.
Leading Dynamic Schools: How to Create and Implement Ethical
Policies is a policy book for people who work in and with schools:
teachers, building level leaders, central office administrators,
board members, and parent boards. In accessible language, the
authors deconstruct the conceptions and understandings of
educational policy. This volume serves as a companion volume to
Principals of Dynamic Schools (Rallis and Goldring, Corwin Press,
2000) and Dynamic Teachers (Rallis and Rossman, Corwin Press,
1995), books that introduced the construct of dynamic schools. This
book also draws on work from Becoming a Reflective Educator
(Reagan, Case and Brubacher, Corwin Press, 2000). Policy is an
often overused and more often misunderstood concept. The authors
bring to life the making and enacting of educational policy in
schools, and help readers develop a more sophisticated and complex
understanding of the purposes, evaluation, creation, and
implementation of school policies at all levels. As in the earlier
books, the authors use vignettes and cases, as well as research and
relevant theories, to illustrate important concepts. The theme of
power within policy permeates the text. The authors recognize that
policy tends to represent dominant voices, and that power can be
appropriate and legitimate. Dynamic schools are places where
multiple voices contribute to the policy-making and implementing
process.
A blend of quantitative and qualitative data which traces the
impact of a state-level policy initiative to raise high school
graduation requirements on school-level practices and student
outcomes. It is aimed at those concerned with the way educational
reform policy is influenced by local context.
A blend of quantitative and qualitative data which traces the
impact of a state-level policy initiative to raise high school
graduation requirements on school-level practices and student
outcomes. It is aimed at those concerned with the way educational
reform policy is influenced by local context.
Designed to foster "inquiry-mindedness," this book prepares
graduate students to develop a conceptual framework and conduct
inquiry projects that are linked to ongoing conversations in a
field. The authors examine different ways of knowing and show how
to identify a research question; build arguments and support them
with evidence; make informed design decisions; engage in
reflective, ethical practices; and produce a written proposal or
report. Each chapter opens with a set of critical questions,
followed by a dialogue among five fictional graduate students
exploring questions and concerns about their own inquiry projects;
these issues are revisited throughout the chapter. Other useful
features include end-of-chapter learning activities for individual
or group use. Useful pedagogical features include: * Framing
questions for exploration and reflection. * Chapter-opening
dialogues that bring in perspectives from multiple disciplines. *
Example boxes with detailed cases and questions for the reader. *
End-of-chapter activities and experiential exercises that guide
readers to develop their own inquiry projects. * Suggestions for
further reading.
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