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Composing A Teacher Study Group

Author: Richard J. Meyer
Publisher: Routledge
ISBN: 1135459622
Size: 22.60 MB
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There has been a flurry of writing about teachers as inquirers and researchers as well as books about children as inquirers. This volume brings these two areas together -- teachers and students are inquiring at Ridgeway Elementary School. It demonstrates the importance of thought collectives as forums for student and teacher learning. The children in the primary classrooms in this book are working to understand the world around them and their place in it as literate individuals. Their teachers are studying themselves and the students. No other book describes the way this work affects children, teachers, and the ethos of the school in which the work occurs. In that sense, this book is groundbreaking in that it is an honest portrayal of the joys and sorrows, the successes and the stumbling blocks, the clear vision, and the obfuscating that teachers live as they enact a life of asking questions, being curious, wandering, and wondering. Acknowledging and honoring the many faces of inquiry in schools, this book demonstrates the children's inquiry, their teachers' inquiry, and the place of that inquiry in schools. It lays out the ways in which inquiry is fundamental to teaching and learning in a democracy in which all of the members of the community have a voice in deciding curricular directions and ways of presenting learning. Teachers are presented as thinkers and learners, not merely as technicians enacting others' views of what is to be learned and when. Readers will find teachers dealing with the real issues of life in schools; they will see how teachers can use their existing situations as points of departure for their growth and their students' learning.

Practitioner Teacher Inquiry And Research

Author: Carolyn Babione
Publisher: John Wiley & Sons
ISBN: 1118588738
Size: 38.49 MB
Format: PDF, Kindle
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Teacher inquiry helps improve educational outcomes Practitioner Teacher Inquiry and Research explores the concept and importance of the teacher practitioner, and prepares students in teacher education courses and programs to conduct research in the classroom. Author Carolyn Babione has extensive experience in undergraduate- and graduate-level teacher training and teacher inquiry coursework. In the book, Babione guides students through the background, theory, and strategy required to successfully conduct classroom research. The first part of the book tackles the "how-to" and "why" of teacher inquiry, while the second part provides students with real-life practitioner inquiry research projects across a range of school settings, content areas, and teaching strategies. The book's discussion includes topics such as: Underlying cultural and historical perspectives surrounding the teaching profession Hidden stereotypes that limit teacher beliefs about power and voice Current curriculum innovation and reflections on modern developments Practitioner Teacher Inquiry and Research successfully guides and encourages budding teachers to fully understand the importance of their involvement in studying and researching their classroom settings, giving a better understanding of how their beliefs and teaching practices impact classroom learning.

Designing Performance Assessment Systems For Urban Teacher Preparation

Author: Francine P. Peterman
Publisher: Routledge
ISBN: 113561363X
Size: 19.11 MB
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Designing Performance Assessment Systems for Urban Teacher Preparation presents an argument for, and invites, critical examination of teacher preparation and assessment practices--in light of both the complexity and demands of urban settings and the theories of learning and learning to teach that guide teacher education practices. This dynamic approach distinguishes the authors' stance on urban teacher assessment as one that can help address social justice issues related to gender, race, socioeconomic class, and other differences, and at the same time promote the professional development of all educators engaged in the process of learning to teach. The contextually bound, sociocultural stance that informs this book promises greater teacher and student achievement. Culminating six years of vital dialogue and focused, local activity among teachers and teacher educators from institutions in the Urban Network to Improve Teacher Education, Designing Performance Assessment Systems for Urban Teacher Preparation presents: *the historical context that was examined for this work, a theoretical framework to undergrad teacher preparation assessment, and design principles to guide the development of assessment systems; *four case studies of participants' struggles and successes in designing and implementing these systems; and *a discussion of the importance of context and current trends in assessment practices in urban teaching. This volume is particularly relevant for university and school-based teacher educators who help prepare teachers to work in urban schools, and for personnel in state departments of education and other agencies who are responsible for certification and beginning teacher support. While the focus is on preparing teachers for urban settings, the theoretical and practical foundations and the case studies have broad implications and provide useful insights for anyone involved in developing and using performance assessment systems--teacher educators, university and school administrators, classroom teachers, and educational researchers.

Spelling Inquiry

Author: Kelly Chandler
Publisher: Stenhouse Pub
ISBN:
Size: 36.60 MB
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For the members of the Mapleton Teacher-Research Group, spelling was that pebble in the shoe. Although these Maine elementary teachers had moved toward a holistic philosophy of teaching reading and writing, their spelling instruction lagged behind. Some teachers were still using traditional strategies that didn't seem to transfer to authentic literacy tasks, while others were using an "in context" approach that didn't seem to be explicit enough to produce proficient spellers. Rather than ignoring these tensions, the authors turned to teacher research to develop a program that is genuinely student-centered and inquiry-based. Written by classroom teachers using a unique collaborative process, the book has a two-fold emphasis on inquiry. The authors discuss how to foster inquiry-based learning about spelling in their classrooms and also provide a detailed look at the workings of their schoolwide teacher research group. The accessible and lively narrative blends the voices of a dozen members, providing a truly K-5 perspective on spelling development. Other unique features of Spelling Inquiry include:conveniently boxed tips on concrete teaching strategies that work for members of the research group;specific suggestions on how to start an inquiry group and how to integrate research into your daily practices;a detailed description of the process members used to develop a schoolwide survey on spelling for parents, as well as discussion of the ways they changed their practices based on the results;a chapter on assessment and evaluation including discussion of how the group developed and adopted a schoolwide rubric to evaluate spelling;five brief essays--including the morning message, "have a go" sheets, and spelling workshop--written by individual teacher-researchers that focus on specific strategies for teaching spelling.Whether you are interested in spelling instruction or teacher research, Spelling Inquiry will help you pose personally compelling questions and develop a workable plan for answering them.

Teacher Collaboration For Professional Learning

Author: Cynthia A. Lassonde
Publisher: John Wiley & Sons
ISBN: 9780470553978
Size: 77.88 MB
Format: PDF
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Teacher Collaboration for Professional Learning contains the essential information, tools, and examples teachers and school leaders need to create, manage, and sustain successful collaborative groups. Designed to be a hands-on resource, this practical guide shows you how to: Advocate for collaborative teacher learning Develop and sustain collaborative research groups Organize and conduct productive research projects Address issues of ethics, leadership, and group dynamics Evaluate and sustain collaborative learning activities Based on data from a major survey, Teacher Collaboration for Professional Learning features extensive case examples from model research communities collaborating within schools, across districts, in partnership with universities, and as online networks. The book also offers a wealth of reproducible templates as well as reflection questions and exercises?invaluable tools for organizing study groups.

The Facilitator S Book Of Questions

Author: David Allen
Publisher: Teachers College Press
ISBN: 0807744689
Size: 80.80 MB
Format: PDF, ePub, Mobi
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This book is an essential tool for facilitators of groups using protocols, or structured conversations, to collaboratively review student and teacher work. A follow-up to Looking Together at Student Work and Assessing Student Learning, this resource considers the purposes for engaging in collborative review and provides some of the most effective strategies for using protocols to support successful group work. The text includes activities that facilitators can use to apply the frameworks and resources provided in this book.

How People Learn

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131979
Size: 74.30 MB
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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

Facilitator S Guide

Author: Nancy Fichtman Dana
Publisher: Corwin Press
ISBN: 141296654X
Size: 62.46 MB
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"Based on the best-selling The Reflective Educator's Guide to Classroom Research, Second Edition, this guide gives staff developers the tools they need to facilitate book study groups, seminars, and professional development events focused on practitioner inquiry. An effective form of professional development, teacher inquiry has the potential to inform any aspect of classroom practice across subject areas and grade levels. For discussion topics that include differentiated instruction, working with English language learners, Response to Intervention, this facilitator's resource makes it easy to lead participants through a step-by-step process that covers: formulating a research question; collaborating with others; collecting data; analyzing data; writing and presenting classroom research; and assessing the quality of the work."--BOOK JACKET.

Sometimes I Can Be Anything

Author: Karen Gallas
Publisher: Teachers College Press
ISBN: 9780807770221
Size: 50.53 MB
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In her third book, Sometimes I Can Be Anything, Karen Gallas explores young children’s experience and understanding of gender, race, and power as revealed by the interactions within her first and second grade classroom. Presenting classroom research conducted over a four-year period, this experienced teacher-researcher focuses on the ways in which children collectively develop their social world. To bring that world to life, the author presents the voices and actions of specific children. The reader will meet the "bad boys," Tony and Tom; Josie, a "tom boy"; "beautiful" Dierdre; Latia and Alexis, "proud and taking no risks"; and Rachel, a "silent girl." Because Gallas watches the same children for several years, she uncovers classroom dynamics that remain obscure in most studies of teaching and learning. For example, she has seen the effects of physical beauty on a child’s behaviour, has noted how some children play with the idea of being the other sex, and has tracked the alliances of silent girls. This provocative book will enable the reader to look again with new eyes at his or her own classroom.

Lesson Study

Author: Bill Cerbin
Publisher: Stylus Publishing, LLC.
ISBN: 1579227228
Size: 79.43 MB
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Why do students stumble over certain concepts and ideas—such as attributing causality to correlation; revert to former misconceptions, even after successfully completing a course—such as physics students continuing to believe an object tossed straight into the air continues to have a force propelling it upward; or get confused about terminology—such as conflating negative reinforcement with punishment? This is the first book about lesson study for higher education. Based on the idea that the best setting in which to examine teaching is where it takes place on a daily basis—the lecture hall, seminar room, studio, lab, and the online classroom management system – lesson study involves several instructors jointly designing, teaching, studying, and refining an individual class lesson in order to explore student learning problems, observe how students learn, and analyze how their instruction affects student learning and thinking. The primary purpose is to help teachers better understand how to support student learning and thinking. By observing how students learn through lesson study teachers can improve their own teaching and build knowledge that can be used by other teachers to improve their practice. Lesson study grew out of the collective efforts of classroom teachers in Asia—most notably in Japan—to improve their teaching. Subsequently imported, tested, and implemented by a group of instructors of biology, economics, English, and psychology at the University of Wisconsin-La Crosse, the process proved so valuable that the university has since established the College Lesson Study Project, of which the author of this book is Director. Focusing on a single lesson enables participants to examine in detail every step of the teaching process, from vision and goals, to instructional design, to implementation, to observation and analysis of student performance, and then evidence-based improvement. It enables faculty to explore learning problems that matter most to them, learn alternative ways to teach from one another, and co-design new course materials. This book introduces lesson study practices to college teachers, providing the necessary guidance, tools, examples, models, and ideas to enable teachers to undertake lesson study in their own classes. It also explores the underlying rationale for lesson study practices and how to realize the full potential of lesson study to advance teaching and learning. A Joint Publication with the National Teaching and Learning Forum An ACPA / NASPA Joint Publication