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Exploring the tension between the use of evidence-based practice, based upon the ‘solidity’ of research, and reflection with its subjectivity and personal perception, this book argues that reflection is research.
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This text emphasizes the reflective processes used in planning and conducting action research studies, data analysis techniques (quantitative and qualitative), and displaying and explaining results. It provides specific information needed to complete each step of the action research cycle with chapter activities that help the student/reader conduct projects focused on school improvement. Each activity includes a research paper component that helps students create a research paper as they complete the activities.
For courses in Action Research This package includes the Enhanced Pearson eText and bound book. A brief, user-friendly, solid look at the action research cycle and the knowledge to work through each step. In this book, educators learn what they need to know about the action research cycle and get practical help for working through each step of the cycle-from choosing a topic and generating research questions to analyzing data and reporting results and conclusions. In a clear, concise, user-friendly approach, the author helps readers through the entire process with specific, practical information that incorporates some of the latest online and professional resources, a more detailed explanation of how to analyze and interpret qualitative data, and instructions on formatting the research paper using the latest APA guidelines. From reviews of the text: "I've used the Hendricks text for 5 semesters and have modified the course each semester based on a deeper appreciation for the content the text offers. . . . . The Hendricks text provides an excellent organization and sequence in implementing the process of action research. . . . I see the text as a very strong component to my course and to any action research courses offered. . . . It helps students to produce a thorough and valuable end product." --Jill Miels, Ball State University "Key strengths are the examples and sample narratives; . . . projects threaded through the text provide a unifying connection of applications of the process for teachers. . . . [T]he last chapter provides much needed guidance for dissemination of research study results through presentations and publications." --Reese H. Todd, Texas Tech University "The strength of the text is accessibility and clarity. The text takes students through the steps of creating an action research project in clear and concise language. Hendricks does an excellent job of providing an appropriate balance of support and challenge for student teachers/action researchers. Great text for anyone who wants to learn more about constructing their own knowledge and improving schools through action research." --Jason Colombino, Boston College Lynch School of Education Invigorate learning with the Enhanced Pearson eText The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with embedded videos and tutorials. The Enhanced Pearson eText is also available without a print version. Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy. Students, register for or purchase your eText at pearsonhighered.com/etextbooks/ted.
This book presents a series of empirical case studies illustrating many different ways of implementing the reflective practice cycle, and how they can be researched by practitioners and academics. This book explains a range of options for implementing the reflective practice cycle in educational settings in various international contexts. Written by international academics, these studies show how reflection can be interpreted in different cultural contexts. The book concludes with a discussion by Anne Burns of the implications of these case studies for action research.
Action research, explored in this book, is a seven-step process for improving teaching and learning in classrooms at all levels. Through practical examples, research tools, and easy-to-follow "implementation strategies," Richard Sagor guides readers through the process from start to finish. Learn how to uncover and use the data that already exist in your classrooms and schools to answer significant questions about your individual or collective concerns and interests. Sagor covers each step in the action research process in detail: selecting a focus, clarifying theories, identifying research questions, collecting data, analyzing data, reporting results, and taking informed action. Drawing from the experience of individual teachers, faculties, and school districts, Sagor describes how action research can enhance teachers' professional standing and efficacy while helping them succeed in settings characterized by increasingly diverse student populations and an emphasis on standards-based reform. The book also demonstrates how administrators and policymakers can use action research to bolster efforts related to accreditation, teacher supervision, and job-embedded staff development. Part how-to guide, part inspirational treatise, Guiding School Improvement with Action Research provides advice, information, and encouragement to anyone interested in reinventing schools as learning communities and restructuring teaching as the true profession it was meant to be.
Introduction to Critical Reflection and Action for Teacher Researchers provides crucial direction for educators looking to improve their teaching and maximise learning. While many students can grasp the basic elements of researching their practice and can write about practitioner research, some need guidance and assistance to reflect meaningfully on their teaching practice so as to articulate their educational values. This book provides this guidance. By exploring how to engage in an authentic, practical and personalised framework, the book encourages critical reflection and action on educational practice. Moving through the process of reflecting on practice, engaging in critical thinking and planning and taking action, it helps the reader to subsequently generate educational theory from their own personal learning. Examples from the authors’ experiences illustrate the issues raised in each section, with ‘Pause and Reflect’ activities, guidelines for conducting a research project and annotated further reading available for every chapter. Introduction to Critical Reflection and Action for Teacher Researchers is based on the idea that reflection is in itself a deliberate action and something we must live - it is key to understanding our practice and is a core component of action research. This book is a valuable guide for teachers, trainee teachers and researchers interested in reflecting on and enhancing their teaching practice.
Since the first edition of this established text was published in 1988, action research has gained ground as a popular method amongst educational researchers, and in particular for practising teachers doing higher-level courses. In this new edition Jean McNiff provides updates on methodological discussions and includes new sections of case study material and information on supporting action research. The book raises issues about how action research is theorised, whether it is seen as a spectator discipline or as a real life practice, and how practitioners position themselves within the debate. It discusses the importance for educators of understanding their own work and showing how their educative influence can lead to the development of good orders in formal and informal learning settings and in the wider community. This second edition comes at a time when, after years of debate over what counts as action research, it is now considered an acceptable and useful part of mainstream research practice.
Offering a unique, data-led, evidence-based approach to reflective practice in English language teaching, this book brings together theory, research and practice in an accessible way to demonstrate what reflective practice looks like and how it is undertaken in a range of contexts. Readers learn how to do and to research reflective practice in their own settings. Through the use of data, dialogue and appropriate tools, the authors show how reflective practice can be used as an ongoing teaching tool that supports professional self-development.
Exploring critical aspects of collaborative action, including establishing relationships, using critical friends, developing leadership teams, readiness, organization, and implementation, this book provides lessons learned from successful and unsuccessful programmes to show schools what to do and what to avoid.