Integrating Teaching, Learning, and Action Research
Enhancing Instruction in the K-12 Classroom
- Ernest T. Stringer - Curtin University, Australia
- Lois McFadyen Christensen - University of Alabama at Birmingham, USA
- Shelia C. Baldwin - Monmouth University, USA
Helping teachers engage K–12 students as participatory researchers to accomplish highly effective learning outcomes
Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K–12 Classroom demonstrates how teachers can use action research as an integral component of teaching and learning. The text uses examples and lesson plans to demonstrate how student research processes can be incorporated into classroom lessons that are linked to standards.
Key Features
- Guides teachers through systematic steps of planning, instruction, assessment, and evaluation, taking into account the diverse abilities and characteristics of their students, the complex body of knowledge and skills they must acquire, and the wide array of learning activities that can be engaged in the process
- Demonstrates how teacher action research and student action learning—working in tandem—create a dynamic, engaging learning community that enables students to achieve desired learning outcomes
- Provides clear directions and examples of how to apply action research to core classroom activities: lesson planning, instructional processes, student learning activities, assessment, and evaluation
Complements one chapter on Action Research. I use it as a supplemental reading.
very informative for research module
I adopted it as a second text book used in combination with the primary text for the course.
Mostly to help students do reflection on their teaching.
Students like the book because is very simple to use as a guide for their action research and reflection on classroom teaching.
This book is designed, as it says on the cover, for the enhancement of instruction in the K-12 classroom. I read the book in the hope of finding new approaches to action research within my classrooms but found the book to be specific to K-12 and only loosely based around action research. It is a well considered book but I found the link to action research to be misleading as the emphasis seemed to be on action learning as an alternative re-conceptualisation of the original model. However, that said I found the examples and case studies of most benefit and would recommend the book to those unfamiliar with classroom-based research who want to see what others might have done.
Sage College Publishing
