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The Reflective Educator s Guide to Classroom Research

The Reflective Educator s Guide to Classroom Research Author Nancy Fichtman Dana
ISBN-10 9781483331997
Release 2014-05-06
Pages 296
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Harness the power of classroom data with the bestselling, updated guide to professional learning through inquiry and analysis. In this third edition of the renowned approach to teacher inquiry and data analysis, the authors add forward-thinking substance to their methods of formulating action research questions, collecting and analyzing data, and creating lasting solutions. In addition to illustrative real-life examples and practical exercises, new features include: An expanded data analysis chapter that introduces formative data analysis and its role in teacher research. Techniques for using inquiry to effectively implement Common Core State Standards. A brand-new chapter on ethical issues in teacher research.



The Reflective Educator s Guide to Classroom Research

The Reflective Educator s Guide to Classroom Research Author Nancy Fichtman Dana
ISBN-10 9781412966566
Release 2009
Pages 216
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Updated with the latest information on professional learning communities, data collection methods, and more, this revised bestseller guides teachers through the teacher inquiry process.



The Reflective Educator s Guide to Classroom Research

The Reflective Educator s Guide to Classroom Research Author Nancy Fichtman Dana
ISBN-10 9781452285894
Release 2008-08-01
Pages 240
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Transform your teaching practice with this powerful approach to professional growth! This updated bestseller gives prospective and practicing teachers everything they need to engage in the vital process of teacher inquiry. Featuring helpful exercises and step-by-step instructions, this how-to guide takes teachers through each stage of the process: formulating a research question, collaborating with others, collecting and analyzing data, writing and presenting classroom research, and assessing project quality. This revised edition includes: An updated section about professional learning communities The latest methods of collecting data, from digital photos to blogging Added examples from middle and high school settings



Facilitator s Guide

Facilitator s Guide Author Nancy Fichtman Dana
ISBN-10 9781412966542
Release 2009
Pages 45
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"Based on the best-selling The Reflective Educator's Guide to Classroom Research, Second Edition, this guide gives staff developers the tools they need to facilitate book study groups, seminars, and professional development events focused on practitioner inquiry. An effective form of professional development, teacher inquiry has the potential to inform any aspect of classroom practice across subject areas and grade levels. For discussion topics that include differentiated instruction, working with English language learners, Response to Intervention, this facilitator's resource makes it easy to lead participants through a step-by-step process that covers: formulating a research question; collaborating with others; collecting data; analyzing data; writing and presenting classroom research; and assessing the quality of the work."--BOOK JACKET.



The Reflective Educator s Guide to Professional Development

The Reflective Educator   s Guide to Professional Development Author Nancy Fichtman Dana
ISBN-10 9781452239255
Release 2008-05-01
Pages 208
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Powerful tools for facilitating teachers' professional development and optimizing school improvement efforts! Combining professional learning communities (PLCs) and action research, this step-by-step guide provides coaches, workshop leaders, and staff developers with strategies, activities, and tools to develop inquiry-oriented PLCs. The authors present essential elements of a healthy PLC, case studies of inquiry-based PLCs, and lessons learned for improving coaching practices. Sample projects and reflection prompts will help readers: Organize, assess, and maintain high-functioning, inquiry-oriented PLCs Facilitate the development of study questions Enable PLC members to develop, analyze, and share research results Lead successful renewal and reform efforts



Managing Diverse Classrooms

Managing Diverse Classrooms Author Carrie Rothstein-Fisch
ISBN-10 9781416612551
Release 2008-01-17
Pages 196
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How does the home culture of Latino immigrant students differ from the "mainstream" culture of U.S. schools? Why is it important for teachers to understand the differences? How can educators take advantage of students' cultural traits to improve classroom management, student performance, and school-parent relations? Carrie Rothstein-Fisch and Elise Trumbull answer these and many other questions by drawing on the experience and collective wisdom of teachers in the Bridging Cultures Project, a five-year action research study of elementary classrooms with high percentages of immigrant students. The authors present a simple framework for understanding cultural differences, comparing the "individualistic" culture that prevails in American education with the "collectivistic" culture that characterizes most of the world's population, including many of the Latino immigrant students in U.S. classrooms. At the heart of the book are teacher-developed strategies that capitalize on the cultural values that these students and their families offer, such as an emphasis on helping, sharing, and the success of the group. The strategies cover a wide spectrum of issues and concerns, including * Communication with families * Open house and parent-teacher conferences *Homework *Attendance * Learning in the content areas * Motivation and rewards * Classroom rules * Assessment and grading Managing Diverse Classrooms: How to Build on Students' Cultural Strengths presents both the research foundation and the practical perspectives of seasoned teachers whose classroom-tested approaches have produced positive results. With this valuable guide in hand, readers will have the insights and strategies they need to turn educational challenges into educational opportunities.



Creating Equitable Classrooms Through Action Research

Creating Equitable Classrooms Through Action Research Author Cathy Caro-Bruce
ISBN-10 9781412936675
Release 2007-08-01
Pages 303
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Learn how to implement a sustainable school or district action research program that promotes educational equity, helps close the achievement gap, and strengthens instructional leadership.



Inquiry

Inquiry Author Nancy Fichtman Dana
ISBN-10 9781452269306
Release 2011-09-07
Pages 200
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Connect inquiry to improved teaching and learning across your district! Now that federal and state initiatives require school districts to provide job-embedded professional development, the next step is making it happen. This book helps districts define, develop, and implement a systematic inquiry-based process with a laser-like focus on both adult and student learning. This book’s inquiry model challenges educators and students to: Define questions they are passionate about exploring Collect and analyze data to inform their questions Share what they have learned through the process with others Collaborate to build on their results and improve student achievement



Action Research

Action Research Author Craig A. Mertler
ISBN-10 9781483321783
Release 2013-08-23
Pages 352
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This fully updated Fourth Edition of Craig Mertler’s Action Research: Improving Schools and Empowering Educators introduces practicing educators to the process of conducting classroom-based action research. Practical and comprehensive, the book focuses on research methods and procedures that educators can use with their everyday instructional practices, classroom activities, and school procedures. Emphasizing the integration of professional reflection throughout the process and action research as job-embedded professional development, Mertler provides insightful coverage of the knowledge and skills needed to design research studies, conduct research, and communicate findings to relevant stakeholders and interested parties. This Fourth Edition adds coverage of high-interest topics, such as teacher empowerment and evaluation, Google Scholar, mixed-methods research designs, ethics, and more.



Being a Teacher Researcher

Being a Teacher   Researcher Author Konstantinos Alexakos
ISBN-10 9789463002950
Release 2015-12-01
Pages 122
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Using a sociocultural approach to critical action research, this book is a primer in doing reflexive, authentic inquiry research in teaching and learning for educators as teacher | researchers. Rather than the artificial dichotomy between theory and practice, the roles of teacher and researcher are instead seen in a dialectic relationship (indicated by the symbol | in teacher | researcher) in which each informs and mediates the other in the process of revising and generating new knowledge that is of benefit to those being researched. In addition to providing a theoretical foundation for authentic inquiry, Being a Teacher | Researcher provides a detailed framework with ideas and strategies that interested educators can apply in exploring teaching and learning in both formal and informal settings. It provides concrete examples of how to use authentic inquiry as a basis for collaborating with others to improve the quality of teaching and learning while cogenerating new theory and associated practices that bridge what has been described as a theory-practice divide. Included in this book are how to plan and carry out authentic inquiry studies, choosing appropriate methodologies, methods of data collection and analysis, negotiating research with human participants, using authenticity criteria and characteristics, and addressing challenges and conflicts for teacher | researchers. As a primer, this book serves the needs of many different populations including prospective and practicing teachers, teacher educators, beginning researchers and seasoned researchers who are making changes to what and how they research.



Inquiry as Stance

Inquiry as Stance Author Marilyn Cochran-Smith
ISBN-10 9780807749708
Release 2009
Pages 401
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In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and across the world to ally their work with others, as part of larger social and intellectual movements for social change and social justice.



Teach Reflect Learn

Teach  Reflect  Learn Author Pete Hall
ISBN-10 9781416620136
Release 2015-04-15
Pages 177
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“It’s not the doing that matters; it’s the thinking about the doing,” said John Dewey. As a teacher, you work hard to make a positive difference in the lives of your students. But this kind of progress doesn’t happen overnight, and it doesn’t happen accidentally. It’s the result of intentionality, planning, effort . . . and thought. The difference between learning a skill and being able to implement it effectively resides in your capacity to engage in deep, continuous thought about that skill. In other words, recognizing why you do something is often more important than knowing how to do it. To help you deepen your thinking and reflect on your capacity as an educator, Pete Hall and Alisa Simeral return to the Continuum of Self-Reflection, which they introduced to coaches and administrators in their best-selling Building Teachers’ Capacity for Success, and redesign its implementation so you can take charge of your own professional growth. In these pages, you’ll find tools specifically made to enhance self-reflection on professional practice, including the Continuum of Self-Reflection and the Reflective Cycle. You’ll be able to assess your current self-reflective tendencies, identify opportunities to reflect on your instruction, and begin to forge a path toward continuous growth and educational excellence.



The Inspiring Teacher

The Inspiring Teacher Author Robert A. Sullo
ISBN-10 STANFORD:36105021867663
Release 1999-01-01
Pages 167
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This book provides educators with information on how to become an inspiring teacher. Nine chapters look at: (1) "The Qualities of an Inspiring Teacher" (e.g., passion for learning, lifelong learners, and actions match words); (2) "Choice Theory" (genetic instructions affecting behavior, the quality world, and perception); (3) "Brain-Based Learning" (e.g., brain information for the nonspecialist, memory, and multiple intelligences); (4) "Developmental Issues" (e.g., theory of human development, stages of moral reasoning, and gender and gender bias); (5) "Inspiring Your Students" (e.g., building the classroom community, the first day of school, and working with a purpose); (6) "Inspiring Your Colleagues" (e.g., walk the talk, preserving individual style, and making connections beyond the building); (7) "Forging an Alliance with Parents" (e.g., intimidation, fear, condescending behaviors, and parent experts in the classroom); (8) "Conflict Management" (achieving a win/win result and when conflict resolution is not an option); and (9) "Time Management" (e.g., student evaluation, teacher as facilitator, and effective use of paraprofessionals). (Contains 45 bibliographic references.) (SM)



Creating a Culture of Reflective Practice

Creating a Culture of Reflective Practice Author Pete Hall
ISBN-10 9781416624448
Release 2017-08-29
Pages 300
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As a school administrator, instructional coach, or teacher leader, you know that reflective teachers are effective teachers. But how can you help teachers become self-reflective practitioners whose thoughtful approach translates into real gains for student achievement? In Creating a Culture of Reflective Practice—a companion volume to their teacher-oriented book Teach, Reflect, Learn—authors Pete Hall and Alisa Simeral draw on lessons learned from educators across grade levels, content areas, and district demographics to present a definitive guide to developing a culture of reflective practice in your school. Hall and Simeral expand on ideas originally presented in Building Teachers’ Capacity for Success to help you gain a clear understanding of your role and responsibilities—and those of your teachers—within each stage of the Continuum of Self-Reflection. Armed with the book’s real-life examples and research-based tools, you’ll learn how to determine the current location of all stakeholders on the continuum and how teacher-leadership activities, transformational feedback, and strategic coaching can move them forward. The end result? A schoolwide culture that both values reflection and uses it to ensure that teachers—and their students—reach their fullest potential.



Learning to Teach in the Primary School

Learning to Teach in the Primary School Author Teresa Cremin
ISBN-10 9781317800125
Release 2014-02-24
Pages 652
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Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations. This third edition of Learning to Teach in the Primary School is fully updated with reference to the new National Curriculum, and has been revised to provide even more practical advice and guidance to trainee primary teachers. Twenty-two new authors have been involved and connections are now made to Northern Irish, Welsh and Scottish policies. In addition, five new units have been included on: making the most of your placement play and exploration in learning behaviour management special educational needs phonics. With Masters-level reflective tasks and suggestions for research-based further reading, the book provides valuable support to trainee teachers engaged in learning through school-based experience and through reading, discussion and reflections as part of a teacher education course. It provides an accessible and engaging introduction to knowledge about teaching and learning that every student teacher needs to acquire in order to gain qualified teacher status (QTS). This comprehensive textbook is essential reading for all students training to be primary school teachers, including those on undergraduate teacher training courses (BEd, BA with QTS, BSc with QTS), postgraduate teacher training courses (PGCE, SCITT) and employment-based teacher training courses (Schools Direct, Teach First), plus those studying Education Studies. This textbook is supported by a free companion website with additional resources for instructors and students and can be accessed at www.routledge.com/cw/Cremin.



Culture and Power in the Classroom

Culture and Power in the Classroom Author Antonia Darder
ISBN-10 9781317261742
Release 2015-11-30
Pages 288
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This is a timely second edition of the enormously significant book which changed how teachers and community activists view their own practice. This edition concludes with personal essays by teachers, professors, and community activists explaining the direct impact which Culture and Power in the Classroom has had on their lives. Unlike many texts that discuss educational failure, this book provides a historical context for understanding underachievement in our nation. Thoroughly revised to include the new thinking on diversity and learning, this edition includes a new chapter on assessment and the brain. This second edition will be welcomed by previous and new readers alike, and will help influence the approach of a new generation of teachers, whether they are based in schools, colleges or community centres.



Becoming a Critically Reflective Teacher

Becoming a Critically Reflective Teacher Author Stephen D. Brookfield
ISBN-10 9781119049708
Release 2017-02-13
Pages 304
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Defining Racist and Racism -- The Slippery Nature of Racial Microaggressions -- The Inability of Whites to See Themselves as Racial Beings -- Using Narrative Disclosure to Set a Tone for Examining Race -- Colleagues as Critical Lenses on Race -- What Students' Eyes Tell Us about Examining Race in the Classroom -- We Need to Prep Students -- Modeling by Leaders Is Crucial -- Conversations about Race Will Not Produce Solutions -- Normalizing Racism -- Conclusion -- Chapter 13: Negotiating the Risks of Critical Reflection -- Impostorship -- Dealing with Impostorship -- Cultural Suicide -- Avoiding Cultural Suicide -- Lost Innocence -- Marginalization -- Avoiding Political Marginalization -- Conclusion -- Chapter 14: Practicing Critically Reflective Leadership -- What Is Critically Reflective Leadership? -- Followers' Eyes -- Colleagues' Perceptions -- Theory -- Personal Experience -- Embedding Critical Reflection in Meetings -- The Circle of Voices -- The Critical Incident Questionnaire (CIQ) -- Clearness Committee -- Appreciative Pause -- Modeling Critically Reflective Leadership -- Conclusion -- Bibliography -- Index -- EULA