Teacher As Reflective Practitioner and Action Researcher

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ISBN: 9780534557119 | 0534557112
Cover: Paperback
Copyright: 7/27/2001

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This book introduces readers who are also pre-service teachers to the powerful concept of action research -- research which stems from a practical problem and is planned and implemented by the people most likely to be affected by the findings - the teachers. This book provides the specifics of transforming the teacher (or preservice teacher ) into a reflective practitioner and action researcher.

Prologue

SECTION I ACTION RESEARCH: INCREASING EFFECTIVENESS OF TEACHER DECISION MAKING

(26)

Teachers as Reflective Practitioners and Action Researchers

(13)

Reflective Practitioner and Action Researcher

(2)

Reflective Practitioner and Action Researcher: Why?

(3)

The Action Research Process

(7)

The Fundamentals Still Apply

(12)

The Ingredients of Good Research

(1)

From Problem to Hypothesis

(4)

Increasing the Validity of the Conclusions

(5)

SECTION II INCREASING TEACHER EFFECTIVENESS: WORKING WITH THE UNIQUENESS OF ``WHO'' WE TEACH

(80)

Systematic Observation: A Research Skill Applied to the Understanding of Students' Cognitive Development

(17)

Learning to Observe: The Value of Systematic Observation

(6)

Observing Students' Cognitive Processes

(9)

Qualitative and Quantitative Methodology: Tools for the Action Researcher

(26)

Research: A Valuable Tool for the Classroom Teacher

(1)

Qualitative and Quantitative Research: Sharing a Dynamic Process

(1)

Qualitative and Quantitative Research: Differing Theoretical Foundations

(2)

Quantitative Methods and Data

(4)

Gathering Understanding Through Qualitative Data Analysis

(4)

Erikson in Action: A Target for Quantitative and Qualitative Data Analysis

(13)

Hypothesis Testing, Validity, and Research Design: Addressing Student Needs and Reactions

(18)

Hypothesis Testing: All in a Day's Work

(3)

The Question of Validity

(2)

Reducing Aggressive Outbursts: The Need for Valid Information

(5)

Controlling Threats to Validity

(7)

Case Study and Within-Subject Designs for Observing and Adjusting to Individual Uniqueness

(18)

Single-Case Designs: A Tool for the Teacher as Action Researcher

(4)

The Core Ingredients of Within-Subject Designs

(3)

Teaching to Individual Learning Styles and Strengths

(10)

SECTION III THE HOW OF TEACHING: RESEARCHING LEARNING THEORY AND INSTRUCTIONAL PRACTICE

107

(48)

Time Series Designs: Studying Behavior Learning Theories

108

(15)

Time Series Designs

110

(4)

A Critical Look at Reward and Punishment

114

(3)

The Power of Modeling

117

(6)

Using a Reversal Design to Assess the Effectiveness of a Constructivist Approach to the Classroom

123

(13)

Giving and Taking: The Use of Reversals (ABAB) as Designs

125

(3)

Teacher- or Student-Directed Learning

128

(8)

Multiple Baseline Designs as Applied to Studying Elements of Student Motivation

136

(19)

Multiple Baseline Designs: Assessing Multiple Targets and Interventions

138

(4)

Motivation: A Function of Value and Expectancy

142

(2)

Expectancy: Affecting Student Motivation

144

(11)

SECTION IV BECOMING AN ACTION RESEARCHER

155

(16)

Becoming an Action Researcher

156

(15)

Action Research: A Model for Approaching Professional Practice

158

(3)

Putting It All Together

161

(10)

Epilogue

171

(2)

Index

173

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Teacher As Reflective Practitioner and Action Researcher

Summary

Table of Contents

Supplemental Materials