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Action Research Communities presents a new perspective on two current and proven educational practices: classroom-/school-based action research and professional learning communities. Implementation of one or the other of these practices often results in a variety of possible benefits for the teaching–learning process, for student achievement, and for overall school improvement. While these might seem to be separate, isolated practices, the author has taken the beneficial aspects of each practice and merged them into a cohesive and potentially powerful concept, coined "action research communities."

Each of the two concepts or approaches (action research and professional learning communities) is presented and discussed in detail. Because they both focus on local-level improvement of educational practice and share several overlapping features, the two concepts are then merged into a single entity—action research communities, or ARCs. These professional learning communities, with action research at their core, hold an immense amount of power and potential when it comes to enhanced professional growth and development for educators, increased student achievement, school improvement, and educator empowerment. ARCs essentially capitalize on all the individualized benefits and strengths of action research and of professional learning communities, and merge them into a single educational concept and practice. ARCs have the potential to help educators everywhere experience:

•a common and collective focus and vision;

• sustained collaborative inquiry;

•individualized, customizable—and meaningful—professional growth; and

•true empowerment that comes with this form of collaborative, inquiry-based, and reflective practice.

Practical guidance for the development and implementation of ARCs is also provided, by focusing on ways in which professional educators (teachers, administrators, support staff, etc.) can implement, sustain, and extend the impact of their respective action research communities. Specific roles for district administrators, building administrators, and teachers are presented and discussed in depth, as are ways that ARCs can be used both to deepen professional learning for educators and to improve student learning.

Comprehensive overview of the theoretical, conceptual, and applied/practical presentations of action research as it is found and conducted solely in educational settings

The Wiley Handbook of Action Research in Education is the first book to offer theoretical, conceptual, and applied/practical presentations of action research as it is found and conducted solely in educational settings. Covering primarily PK-12 educational settings, the book utilizes a cross-section of international authors and presentations to provide global perspectives on action research in education.

Part I of The Wiley Handbook of Action Research in Education focuses on various foundational aspects and issues related to action research. Part II is centered on chapters that present theories and principles that help to guide the use of action research in educational contexts. Part III focuses on specific applications of educational action research in practice. Part IV provides an outlet for seven educational practitioners to share their experiences in conducting action research. Each of these authors also discusses the importance and value that action research has had on him or her, both professionally and personally.

Discuss action research in PK-12, as well as in higher education settings The first book to focus on the importance and application of action research exclusively in educational settings Offers world perspectives on action research in education Written by a team of international scholars

The Wiley Handbook of Action Research in Education is an excellent book for advanced undergraduate students, graduate students, and scholars studying and/or researching educational action research.

Comprehensive overview of the theoretical, conceptual, and applied/practical presentations of action research as it is found and conducted solely in educational settings

The Wiley Handbook of Action Research in Education is the first book to offer theoretical, conceptual, and applied/practical presentations of action research as it is found and conducted solely in educational settings. Covering primarily PK-12 educational settings, the book utilizes a cross-section of international authors and presentations to provide global perspectives on action research in education.

Part I of The Wiley Handbook of Action Research in Education focuses on various foundational aspects and issues related to action research. Part II is centered on chapters that present theories and principles that help to guide the use of action research in educational contexts. Part III focuses on specific applications of educational action research in practice. Part IV provides an outlet for seven educational practitioners to share their experiences in conducting action research. Each of these authors also discusses the importance and value that action research has had on him or her, both professionally and personally.

Discuss action research in PK-12, as well as in higher education settings The first book to focus on the importance and application of action research exclusively in educational settings Offers world perspectives on action research in education Written by a team of international scholars

The Wiley Handbook of Action Research in Education is an excellent book for advanced undergraduate students, graduate students, and scholars studying and/or researching educational action research.

شكرًا لمبادرات مثل المعايير الأساسية المشتركة Common Core Standards، وسباق نحو القمة (Race to the Top). تستمر متطلّبات المساءلة لتصبح أمرًا واقعًا لكل التربويين. ومع ذلك، ما يزال الكثيرون غير متأكّدين من كيف يستخدمون البيانات ليصنعوا قرارات تعليمية مدروسة بشكل جيّد.

يأتي كتاب «الصفوف التعليمية الموجّهة بالبيانات» كمنقذ مع عملية منتظمة وشاملة تبيّن للمعلّمين كيف:

يتفحّصون نتائج تقويمات الطلاب لتحديد جانب من المنهج أو المهارات كي يستهدفوه من أجل تدخّلات فردية أو مراجعات تعليمية (المراجعة التعليمية هي تعديل يجريه المعلّم على طرق تدريسه) على مستوى مجموعة أكبر.

يطوّرون ويطبّقون ويقيّمون فعالية التدخّل والمراجعة التعليمية.

يطوّرون خطة عمل من أجل دورات تعليمية مستقبلية.

يسلّط المؤلّف Craig A. Mertler الضوء على كيف يمكن للمعلّمين فهم تقارير نتائج الاختبارات المقننة المربكة مع تجنّّب الانزلاق في مخاطر المبالغة في تفسير البيانات. في هذه الصفحات، سوف تجد أيضًا أمثلة صفيّة عملية وقوالب صُمّمت لتوجيه المعلّمين من جميع المستويات الصفيّة والمواد من خلال إطار شامل لصناعة القرارات.

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