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Action Research in STEM and English Language Learning: An Integrated Approach for Developing Teacher Researchers de Aria Razfar

Action Research in STEM and English Language Learning: An Integrated Approach for Developing Teacher Researchers

Autor Aria Razfar, Beverly Troiano
en Limba Engleză Paperback – 30 mai 2022
Responding to the linguistic and cultural diversity of the U.S. K–12 student population and an increasing emphasis on STEM, this book offers a model for professional development that engages teachers in transformative action research projects and explicitly links literacy to mathematics and science curriculum through sociocultural principles. Providing detailed and meaningful demonstrations of participatory action research in the classroom, Razfar and Troiano present an effective, systemic approach that helps preservice teachers support students’ funds of knowledge. By featuring teacher and researcher narratives, this book centers teacher expertise and offers a more holistic and humanistic understanding of authentic and empathetic teaching. Focusing on integrating instructional knowledge from ESL, bilingual, and STEM education, the range of cases and examples will allow readers to implement action research projects in their own classrooms. Chapters include discussion questions and additional resources for students, researchers, and educators.
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Specificații

ISBN-13: 9781138549258
ISBN-10: 1138549258
Pagini: 204
Ilustrații: 16 Tables, black and white; 16 Line drawings, black and white; 18 Halftones, black and white; 34 Illustrations, black and white
Dimensiuni: 152 x 229 x 19 mm
Greutate: 0.3 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom

Public țintă

Postgraduate and Undergraduate

Notă biografică

Aria Razfar is Professor of Education & Linguistics at University of Illinois Chicago.
Beverly Troiano is Associate Professor of Education at Elmhurst University, Elmhurst, Illinois.

Cuprins

Acknowledgments
Authors
Contributors
Foreword by Kris Machtmes and Judith Green
Chapter 1: Integrating Language Learning and STEM Through Action Research
Chapter 2: Teaching Math and Science Through Playground Activism
Chapter 3: Community Renewable Energy: Designing Solar Panels Through Science-Funds of Knowledge
Chapter 4: Preparing the Next Generation of City Planners and Tech-Savvy Teachers
Chapter 5: From IRE to Conversational: Shifting Classroom Discourse Through Community-Based Forensics Expertise
Chapter 6: From Weslandia to Urban Gardening: Shifting Teacher Language Ideologies Through Ecological Science and Third Space
Chapter 7: Sustaining Teaching Excellence and Professional Identity Across Time and Space: From Reporting to Sharing
Chapter 8: Breaking the Fourth Wall: Rebuilding University and School Partnerships Through Action Research
Epilogue
Appendix A: Activity Triangle Template
Appendix B: Fund of Knowledge Inventory Table
Appendix C: Social Organization of Learning Protocol (Adapted from Razfar)
Appendix D: Field-Note Observation Template
Appendix E: Coding Sheet Template
Appendix F: Discourse Analysis Transcription Conventions
Appendix G: Unit Planning
Appendix H: Final Reporting Tools
Index

Recenzii

"This book addresses a variety of audiences, including teacher educators, pre-service teachers, inservice teachers, school administration, and educational researchers with interest in action research, STEM education, culturally and linguistically diverse settings, [and] English Learners. [It] is a much-needed book as teacher preparation programs and school districts continue to address the perennial challenges of providing an increasingly culturally and linguistically diverse student population with authentic, meaningful, and responsive STEM learning opportunities."
--Peter R. Licona, Teachers College Record, 2023

Descriere

Responding to the linguistic and cultural diversity of the U.S. K-12 student population and an increasing emphasis on STEM, this book offers a model for professional development that engages teachers in transformative action research and explicitly links literacy to mathematics and science curriculum through sociocultural principles.