Teachers Doing Research

Teachers Doing Research

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This popular text describes the processes of doing teacher action research. But it is much more than a dry presentation of qmethods.q Filled with examples of teacher action research projects, provided by teachers themselves, the book places teachers at the heart of the action research process. Teachers' own writing about their work and research questions is featured in 11 examples of teacher action research conducted in a range of settings, grade levels, and content areas. The second edition of Teachers Doing Research is fully updated and substantially reorganized and revised, including four totally new chapters and six new teacher stories. This edition: *provides more specifics on teacher action research processes and a variety of methodological options for teachers who do research in their classrooms and schools (Chapters 1-5); *includes more specifics on data collection and interpretation methods (Chapter 3); *balances a detailed introduction to technology for novice researchers with discussion of issues and questions related to technology-based teacher research (Chapter 4). Information on Web sites related to topics addressed in the chapters and teacher research stories is integrated throughout the book. A new Teachers Doing Research Web site (www.teachersdoingresearch.com) invites readers, teacher research participants, preservice candidates, and teacher educators to participate in dialogue with the authors and editors of this text, and with each other; *gives expanded attention to teacher action research with preservice teachers and to university/school collaboration (especially in Chapter 6); *examines the connections between teacher action research and the larger arena of educational research (Chapter 8); *broadens the context for teacher action research, through discussion of its influence on school reform both in the United States and internationally. International examples of urban teacher research are included (Chapter 9); and *offers new In Practice sections to engage readers in opportunities to respond to what they are reading and to try out related activities.How was an a€œactive interviewa€ different from this, and what might such an interview contribute to teacher research? ... In an active interview, questions guide but they do not control; they serve as a€œmore of a conversational agenda than a procedural directivea€ ... They got credit for these questions and their responses to them.

Title:Teachers Doing Research
Author:Gail E. Burnaford, Joseph Fischer, David Hobson
Publisher:Routledge - 2000-11-01


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