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Becoming a Teacher Researcher in Literacy Teaching and Learning: Strategies and Tools for the Inquiry Process

Editat de Christine Pappas, Eli Tucker-Raymond
en Limba Engleză Hardback – 18 ian 2011
Designed to facilitate teachers’ efforts to meet the actual challenges and dilemmas they face in their classrooms, Becoming a Teacher Researcher in Literacy Teaching and Learning:
  • provides background information and key concepts in teacher research
  • covers the "how-to" strategies of the teacher research process from the initial proposal to writing up the report as publishable or presentable work
  • illustrates a range of literacy topics and grade levels
  • features twelve reports by teacher researchers who have gone through the process, and their candid remarks about how activities helped (or not)
  • helps teachers understand how knowledge is constructed socially in their classrooms so that they can create instructional communities that promote all students’ learning.
Addressing the importance of teacher research for better instruction, reform, and political action, this text emphasizes strategies teachers can use to support and strengthen their voices as they dialogue with others in the educational community, so that their ideas and perspectives may have an impact on educational practice both locally in their schools and districts and more broadly.
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Specificații

ISBN-13: 9780415996204
ISBN-10: 0415996201
Pagini: 288
Ilustrații: 12 tables, 4 halftones, 3 line drawings and Following Sample Textbook A
Dimensiuni: 178 x 254 x 18 mm
Greutate: 0.69 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom

Cuprins

Preface
Part 1: Defining, Planning, and Starting Your Teacher Research
Part 1 Introduction
  1. So, What Is Teacher Research Anyway?
  2. Creating Your Research Questions—The First Step in Inquiry
  3. Planning Your Inquiry
  4. Writing a Preliminary Literature Review to Inform Your InquiryPart 2: Enacting, Analyzing, and Writing Up Your Inquiry
    Part 2 Introduction
  5. Strategies for Data Collection
  6. Analysis—What do the Data Mean?
  7. Writing Up Your Inquiry as an Evocative AccountPart 3: Teacher Researcher Reports
    Part 3 Introduction
  8. Katie Paciga’s Inquiry Paper Reading, Writing, and Sharing: The Journey to Become Kindergarten Authors
  9. Cindy Pauletti’s Inquiry Paper Word Detectives: Students Using Clues to Identify Unknown Words in Text
  10. Kristen Terstriep’s Inquiry Paper Toss Out Your Dictionaries: A Look at More Effective Vocabulary Instruction
  11. Sandra Zanghi’s Inquiry Paper Letting Their Voices Be Heard: Improving Literature Response Participation during Read-Alouds through Small-Group Discussions
  12. Tara Braverman’s Inquiry Paper What’s This Word? Helping Sixth Grade Students Use Reading and Vocabulary Strategies Independently
  13. Libby Tuerk’s Inquiry Paper Let's Read: Motivating Junior High Students to Become Life-Long Readers
  14. Meg Goethals’s Inquiry Paper "Books that Have Ghetto Feelings": How Reading Workshop Increases Inner-City Eighth-Graders’ Motivation, Engagement, and Comprehension
  15. Dawn Siska’s Inquiry Paper Challenging the "I Quit!" Going ‘Round and ‘Round with Literature Circles in a Secondary Reading Classroom
  16. Courtney Wellner’s Inquiry Paper "But This IS My Final Draft!" Making Peer Writing Conferences More Effective for Struggling 9th Grade Students
  17. Shannon Dozoryst’s Inquiry Paper Using Writing Workshop to Guide Revision
  18. Nicole Perez’s Inquiry Paper Coaching as a Collaborative Process
  19. Catherine Plocher’s inquiry Paper
Coaching for Change in a K–8 Urban Elementary School: Building Cultures of Collaboration and Reflective Practices
Epilogue: Further Reflections and Possibilities
Appendices
Appendix A: General Peer Conferencing Form
Appendix B: Common APA (American Psychological Association) Citing Conventions
Appendix C: Reminders for Grammatical and Other Language Usage
Index

Notă biografică

Christine C. Pappas is Professor Emerita, Curriculum and Instruction, University of Illinois at Chicago.
Eli Tucker-Raymond is Research Scientist with the Chèche Konnen Center at TERC.


Descriere

Practical, engaging, and informed by current ideas on teacher research, this text outlines and illustrates strategies and experiences to foster literacy teachers’ abilities to conduct action research in their classrooms or schools.