Teacher As Reflective Practitioner and Action Researcher

by Parsons, Rick; Brown, Kimberlee

• ISBN13: 9780534557119
• ISBN10: 0534557112
• Format: Paperback
• Copyright: 2001-07-27
• Publisher: Cengage Learning

Summary

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.

Table of Contents

Prologue	ix
SECTION I ACTION RESEARCH: INCREASING EFFECTIVENESS OF TEACHER DECISION MAKING	1	(26)
Teachers as Reflective Practitioners and Action Researchers	2	(13)
Reflective Practitioner and Action Researcher	3	(2)
Reflective Practitioner and Action Researcher: Why?	5	(3)
The Action Research Process	8	(7)
The Fundamentals Still Apply	15	(12)
The Ingredients of Good Research	17	(1)
From Problem to Hypothesis	18	(4)
Increasing the Validity of the Conclusions	22	(5)
SECTION II INCREASING TEACHER EFFECTIVENESS: WORKING WITH THE UNIQUENESS OF ``WHO'' WE TEACH	27	(80)
Systematic Observation: A Research Skill Applied to the Understanding of Students' Cognitive Development	28	(17)
Learning to Observe: The Value of Systematic Observation	30	(6)
Observing Students' Cognitive Processes	36	(9)
Qualitative and Quantitative Methodology: Tools for the Action Researcher	45	(26)
Research: A Valuable Tool for the Classroom Teacher	47	(1)
Qualitative and Quantitative Research: Sharing a Dynamic Process	48	(1)
Qualitative and Quantitative Research: Differing Theoretical Foundations	48	(2)
Quantitative Methods and Data	50	(4)
Gathering Understanding Through Qualitative Data Analysis	54	(4)
Erikson in Action: A Target for Quantitative and Qualitative Data Analysis	58	(13)
Hypothesis Testing, Validity, and Research Design: Addressing Student Needs and Reactions	71	(18)
Hypothesis Testing: All in a Day's Work	72	(3)
The Question of Validity	75	(2)
Reducing Aggressive Outbursts: The Need for Valid Information	77	(5)
Controlling Threats to Validity	82	(7)
Case Study and Within-Subject Designs for Observing and Adjusting to Individual Uniqueness	89	(18)
Single-Case Designs: A Tool for the Teacher as Action Researcher	90	(4)
The Core Ingredients of Within-Subject Designs	94	(3)
Teaching to Individual Learning Styles and Strengths	97	(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