Teacher action research: building knowledge democracies
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Los Angeles [u.a.]
SAGE
c2009
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XX, 395 S. graph. Darst. |
| ISBN: | 9781412964753 9781412964760 |
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| 245 | 1 | 0 | |a Teacher action research |b building knowledge democracies |c Gerald J. Pine |
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Datensatz im Suchindex
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| adam_text | Titel: Teacher action research
Autor: Pine, Gerald J.
Jahr: 2009
Contents
Preface x
Acknowledgments xix
PART I. UNDERSTANDING ACTION RESEARCH 1
1. The Disconnection Between Educational Research and
Practice: The Case for Teacher Action Research 2
Historical Context 3
Why the Disconnection Between Research and Practice? 6
Responding to the Gap: Renewing an Old Debate 10
Limitations of Experimental and
Quasi-Experimental Design 12
Context Stripping 15
Classroom Complexities 17
School Context and Educational Research 18
The Search for School Context 19
Schools as Turbulent Environments 20
Schools as Workplaces 21
Schools as Cultures 21
Transcending the R D Model of Knowledge Transfer 23
Embracing an Epistemology of Practice 25
Moving Toward a Knowledge Democracy 25
Teacher Action Research and
Knowledge Democracies 26
Summary 27
2. Teacher Action Research: Collaborative,
Participatory, and Democratic Inquiry 29
What Is Teacher Action Research? 29
Action Research: Changing Practice 31
Action Research: Teachers Voices 32
Action Research: Outcomes for Teachers 35
The Origins of Action Research 36
Action Research and Social Justice 36
Educational Action Research 40
The Growth and Development of
Action Research 42
Postmodernism and Action Research 44
Feminist Scholarship, Critique, and Action Research 44
Approaches to Action Research 47
Collaborative Action Research 49
Teacher as Researcher 49
Participatory Action Research 53
Schoolwide Action Research 55
Self-Study Research 58
Summary 60
3. A Paradigm of Teacher Action Research 62
What Is a Paradigm? 62
Four Research Paradigms 64
Distinguishing Characteristics of an
Action Research Paradigm 67
Reflexive Critique and Intersubjectivity 68
Axiology 70
Context 71
Ongoing Tentativeness 71
Recursion 72
Dialectical Critique 73
Collaboration 74
Risk 74
Plurality 74
Connotation 75
Moral/Political Ethos and Purpose 75
Embrace of Emotion 76
Challenges for Action Research 77
Summary 78
4. The Validity of Action Research 80
What Is Validity? 80
Triangulation 82
Validity as Inquiry 83
Generalizability in Action Research 89
Summary 91
5. Teacher Action Research as Professional Development 92
Action Research/Professional Development 93
Source of Expertise 96
Locus of Knowledge 97
Role of Experience 98
Opportunities for Initiatives 99
Leadership Responsibility 99
Mode of Organization 99
Action Research as Professional Development:
Teacher Outcomes 100
School Context 102
Collegiality 102
Teacher Skills and Attitudes as
Action Researchers 103
The Collaborative Action Research Process 103
Temporary Systems and the Collaborative
Action Research Process 103
Creating New Contexts 105
Action Research as Professional Development:
Teacher Voices 106
Summary 108
PART II. COLLABORATIVE ACTION RESEARCH:
FOUNDATION FOR KNOWLEDGE DEMOCRACIES 109
6. Collaborative Action Research 110
The Collaborative Nature of Action Research 111
Examples of Collaborative Action Research 113
Ways of Knowing: Teachers as
Constructors of Knowledge 116
Teachers as Agents of Change 119
Collaborative Action Research and Scholarship 121
Schools as Centers of Inquiry 122
The Interaction of Individual and
Collaborative Action Research 123
Summary 127
7. Conditions for Building a Knowledge Democracy 128
Developing a Work With Posture 128
Establishing Trust 131
Finding Enough Time 135
Private Time Versus Public Time 136
Inert Time Versus Productive Time 137
Sacred Time Versus Profane Time 137
Monochrome Versus Polychrome Time 138
A Challenge for Classroom Teachers 140
Confronting University Versus Classroom Issues 142
Issues for Classroom Teachers 142
Issues for University Faculty 143
Including Student and Parent Research Partners 146
Students as Researchers 146
Parents as Researchers 153
Learning How to Collaborate 154
Principles of Collaboration 155
Three Challenges in Developing
Collaboration 156
Summary 157
8. Creating Knowledge Democracies: Professional
Development Schools 159
The Nature and Character of a Professional
Development School (PDS) 159
Clustering Resources 161
Becoming Knowledge Democracies 164
The Challenges of Building a PDS as a
Knowledge Democracy 165
Developing a School Research Culture 166
Features of a Research-Engaged School 167
Conditions for Facilitating
Collaborative Inquiry 170
Summary 174
ART III. PRACTICING ACTION RESEARCH 177
9. Fundamental Practices for Teacher
Action Research 178
Reflection 178
Models of Reflection 180
Reflection and Phronesis 183
Dialogue 186
Documentation 189
Observation and Documentation 190
Writing and Journaling 193
Writing Stories ; 197
Writing an Autobiography 200
A Final Note on Writing 204
Focal Points for Observation, Journal Writing,
and Reflection 205
Instruction 206
Dynamics of Grouping 207
Assignments 208
Student Reaction to My Teaching 208
Teacher Action and Reaction 209
Overall Impressions and Assessment
of Teaching 210
Summary 210
10. Case Study and Teacher Action Research 212
What Is a Case Study? 212
Advantages of Using the Case Study Approach 213
Types of Case Studies 214
Case Studies of Programs 217
Appreciative Inquiry 218
Retrospective Case Studies of Curriculum 222
Case Study of the Individual 223
Cultural Inquiry Process 224
Descriptive Review 228
Summary 233
11. Conducting Teacher Action Research 234
Modest Beginnings 234
Finding Critical Friends 235
A Few Principles for Conducting Action Research 236
Identifying the Research Question 237
Characteristics of Good Research Questions 239
Framing the Research Question 242
Conducting a Literature Review 248
Identifying Data Sources 251
Collecting and Analyzing Data 254
Drawing Conclusions: Finding Meaning 259
Evaluating Your Action Research Study 260
Summary 262
Glossary 264
Appendix A. Examples of Teacher Action Research Projects 278
From Reading Recovery to Guided Reading 278
Marie A. Lennon
Why Do I Have to Know This Stuff ? 299
Maryann Byrne
What Happens to Students Writing When I Add a
Self-Assessment Component to Each Writing Activity? 315
Jody McQuillan
Appendix B. Annotated Teacher Action Research Web Sites 332
Appendix C. Curriculum and Instruction Web Sites 338
References 346
Index 374
About the Author 396
|
| adam_txt |
Titel: Teacher action research
Autor: Pine, Gerald J.
Jahr: 2009
Contents
Preface x
Acknowledgments xix
PART I. UNDERSTANDING ACTION RESEARCH 1
1. The Disconnection Between Educational Research and
Practice: The Case for Teacher Action Research 2
Historical Context 3
Why the Disconnection Between Research and Practice? 6
Responding to the Gap: Renewing an Old Debate 10
Limitations of Experimental and
Quasi-Experimental Design 12
Context Stripping 15
Classroom Complexities 17
School Context and Educational Research 18
The Search for School Context 19
Schools as Turbulent Environments 20
Schools as Workplaces 21
Schools as Cultures 21
Transcending the R D Model of Knowledge Transfer 23
Embracing an Epistemology of Practice 25
Moving Toward a Knowledge Democracy 25
Teacher Action Research and
Knowledge Democracies 26
Summary 27
2. Teacher Action Research: Collaborative,
Participatory, and Democratic Inquiry 29
What Is Teacher Action Research? 29
Action Research: Changing Practice 31
Action Research: Teachers' Voices 32
Action Research: Outcomes for Teachers 35
The Origins of Action Research 36
Action Research and Social Justice 36
Educational Action Research 40
The Growth and Development of
Action Research 42
Postmodernism and Action Research 44
Feminist Scholarship, Critique, and Action Research 44
Approaches to Action Research 47
Collaborative Action Research 49
Teacher as Researcher 49
Participatory Action Research 53
Schoolwide Action Research 55
Self-Study Research 58
Summary 60
3. A Paradigm of Teacher Action Research 62
What Is a Paradigm? 62
Four Research Paradigms 64
Distinguishing Characteristics of an
Action Research Paradigm 67
Reflexive Critique and Intersubjectivity 68
Axiology 70
Context 71
Ongoing Tentativeness 71
Recursion 72
Dialectical Critique 73
Collaboration 74
Risk 74
Plurality 74
Connotation 75
Moral/Political Ethos and Purpose 75
Embrace of Emotion 76
Challenges for Action Research 77
Summary 78
4. The Validity of Action Research 80
What Is Validity? 80
Triangulation 82
Validity as Inquiry 83
Generalizability in Action Research 89
Summary 91
5. Teacher Action Research as Professional Development 92
Action Research/Professional Development 93
Source of Expertise 96
Locus of Knowledge 97
Role of Experience 98
Opportunities for Initiatives 99
Leadership Responsibility 99
Mode of Organization 99
Action Research as Professional Development:
Teacher Outcomes 100
School Context 102
Collegiality 102
Teacher Skills and Attitudes as
Action Researchers 103
The Collaborative Action Research Process 103
Temporary Systems and the Collaborative
Action Research Process 103
Creating New Contexts 105
Action Research as Professional Development:
Teacher Voices 106
Summary 108
PART II. COLLABORATIVE ACTION RESEARCH:
FOUNDATION FOR KNOWLEDGE DEMOCRACIES 109
6. Collaborative Action Research 110
The Collaborative Nature of Action Research 111
Examples of Collaborative Action Research 113
Ways of Knowing: Teachers as
Constructors of Knowledge 116
Teachers as Agents of Change 119
Collaborative Action Research and Scholarship 121
Schools as Centers of Inquiry 122
The Interaction of Individual and
Collaborative Action Research 123
Summary 127
7. Conditions for Building a Knowledge Democracy 128
Developing a "Work With" Posture 128
Establishing Trust 131
Finding Enough Time 135
Private Time Versus Public Time 136
Inert Time Versus Productive Time 137
Sacred Time Versus Profane Time 137
Monochrome Versus Polychrome Time 138
A Challenge for Classroom Teachers 140
Confronting University Versus Classroom Issues 142
Issues for Classroom Teachers 142
Issues for University Faculty 143
Including Student and Parent Research Partners 146
Students as Researchers 146
Parents as Researchers 153
Learning How to Collaborate 154
Principles of Collaboration 155
Three Challenges in Developing
Collaboration 156
Summary 157
8. Creating Knowledge Democracies: Professional
Development Schools 159
The Nature and Character of a Professional
Development School (PDS) 159
Clustering Resources 161
Becoming Knowledge Democracies 164
The Challenges of Building a PDS as a
Knowledge Democracy 165
Developing a School Research Culture 166
Features of a Research-Engaged School 167
Conditions for Facilitating
Collaborative Inquiry 170
Summary 174
'ART III. PRACTICING ACTION RESEARCH 177
9. Fundamental Practices for Teacher
Action Research 178
Reflection 178
Models of Reflection 180
Reflection and Phronesis 183
Dialogue 186
Documentation 189
Observation and Documentation 190
Writing and Journaling 193
Writing Stories ; 197
Writing an Autobiography 200
A Final Note on Writing 204
Focal Points for Observation, Journal Writing,
and Reflection 205
Instruction 206
Dynamics of Grouping 207
Assignments 208
Student Reaction to My Teaching 208
Teacher Action and Reaction 209
Overall Impressions and Assessment
of Teaching 210
Summary 210
10. Case Study and Teacher Action Research 212
What Is a Case Study? 212
Advantages of Using the Case Study Approach 213
Types of Case Studies 214
Case Studies of Programs 217
Appreciative Inquiry 218
Retrospective Case Studies of Curriculum 222
Case Study of the Individual 223
Cultural Inquiry Process 224
Descriptive Review 228
Summary 233
11. Conducting Teacher Action Research 234
Modest Beginnings 234
Finding Critical Friends 235
A Few Principles for Conducting Action Research 236
Identifying the Research Question 237
Characteristics of Good Research Questions 239
Framing the Research Question 242
Conducting a Literature Review 248
Identifying Data Sources 251
Collecting and Analyzing Data 254
Drawing Conclusions: Finding Meaning 259
Evaluating Your Action Research Study 260
Summary 262
Glossary 264
Appendix A. Examples of Teacher Action Research Projects 278
From Reading Recovery to Guided Reading 278
Marie A. Lennon
Why Do I Have to Know This Stuff ? 299
Maryann Byrne
What Happens to Students' Writing When I Add a
Self-Assessment Component to Each Writing Activity? 315
Jody McQuillan
Appendix B. Annotated Teacher Action Research Web Sites 332
Appendix C. Curriculum and Instruction Web Sites 338
References 346
Index 374
About the Author 396 |
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| spelling | Pine, Gerald J. Verfasser aut Teacher action research building knowledge democracies Gerald J. Pine Los Angeles [u.a.] SAGE c2009 XX, 395 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Action research in education Teaching Handlungsorientierter Unterricht (DE-588)4125440-5 gnd rswk-swf Handlungsorientierter Unterricht (DE-588)4125440-5 s DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016957124&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Pine, Gerald J. Teacher action research building knowledge democracies Action research in education Teaching Handlungsorientierter Unterricht (DE-588)4125440-5 gnd |
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| title | Teacher action research building knowledge democracies |
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