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Guiding School Improvement With Action Research

Author: Richard Sagor
Publisher: ASCD
ISBN: 1416615903
Size: 23.57 MB
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Action research, explored in this book, is a seven-step process for improving teaching and learning in classrooms at all levels. Through practical examples, research tools, and easy-to-follow "implementation strategies," Richard Sagor guides readers through the process from start to finish. Learn how to uncover and use the data that already exist in your classrooms and schools to answer significant questions about your individual or collective concerns and interests. Sagor covers each step in the action research process in detail: selecting a focus, clarifying theories, identifying research questions, collecting data, analyzing data, reporting results, and taking informed action. Drawing from the experience of individual teachers, faculties, and school districts, Sagor describes how action research can enhance teachers' professional standing and efficacy while helping them succeed in settings characterized by increasingly diverse student populations and an emphasis on standards-based reform. The book also demonstrates how administrators and policymakers can use action research to bolster efforts related to accreditation, teacher supervision, and job-embedded staff development. Part how-to guide, part inspirational treatise, Guiding School Improvement with Action Research provides advice, information, and encouragement to anyone interested in reinventing schools as learning communities and restructuring teaching as the true profession it was meant to be.

Teachers Leading Change

Author: Judy Durrant
Publisher: SAGE
ISBN: 9781412900676
Size: 79.98 MB
Format: PDF
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Within a theoretical & policy context, the authors offer practical guidance on integrating inquiry with practice, show how to encourage collaboration & critical dialogue within & between schools, & focus strongly on pupil, teacher & organizational learning.

The Routledge International Handbook Of Teacher And School Development

Author: Christopher Day
Publisher: Routledge
ISBN: 0415669707
Size: 73.46 MB
Format: PDF, ePub, Docs
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The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from eighteen countries across seven continents, the forty chapters are grouped into ten themes which represent key aspects of teacher and school development: Issues of Professionalism and Performativity What Being an Effective Teacher Really Means Reason and Emotion in Teaching Schools in Different Circumstances Student Voices in a Global Context Professional Learning and Development Innovative Pedagogies School Effectiveness and Improvement Successful Schools, Successful Leader Professional Communities: their practices, problems & possibilities Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development. This essential handbook will be of interest to teacher educators, researchers in the field of teacher education and policy makers.

Student Voice Teacher Action Research And Classroom Improvement

Author: Lisa M. Bell
Publisher: Springer
ISBN: 9462097763
Size: 58.87 MB
Format: PDF
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The issue of teacher quality is increasingly seen as being central to education policy development and this emphasis highlights the role teacher professional development plays in improving teacher effectiveness and the quality of learning in the classroom. This book describes a large-scale research program which investigated the feasibility of using student perceptual measures as the basis for teacher development and classroom improvement. The book describes how teachers’ use of the student feedback, as part of an action-research process, was used to guide improvements to their respective classrooms which in turn provided them with increased opportunities for teacher development and growth. In addition to this, it reports the efforts of one school which purposefully linked the involvement of their teachers to their school improvement initiatives. This book would be of interest to a range of audiences including researchers, teachers and school leaders. Its attractions include its far-reaching implications for educational systems concerning the ways in which student feedback can be used to facilitate teacher development and growth. The book also reports the use of a multi-method research design in which quantitative and qualitative methods were successfully employed simultaneously within two concurrent and interrelated investigations.

Action Research

Author: Jeffrey Glanz
Publisher: Rowman & Littlefield Pub Incorporated
ISBN: 9781442223691
Size: 76.83 MB
Format: PDF, Kindle
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This interactive edition of the widely popular resource features separate chapters introducing quantitative and qualitative research approaches and data analyses. A new chapter outlines how to initiate an action research project and another gives you just what you need to complete a project.

School Development Through Teacher Research

Author: Eriksson, Inger
Publisher: Mkuki na Nyota Publishers
ISBN: 9987083412
Size: 73.87 MB
Format: PDF, Mobi
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School Development through Teacher Research – Lesson and Learning Studies in Sweden and Tanzaniapresents the results from a three-year-long joint research project conducted by educational researchers from Tanzania and Sweden. Even though the country contexts differ in social, economic as well as educational conditions, including teacher education and classroom standards, many recurrent education challenges are shared. These include the tendency to make educational reforms with little or no input from professionals. The new educational reforms in both countries put a much higher responsibility on teachers; teachers must be able to organise teaching that enables all students to develop required abilities/competencies. Thus, teachers need tools to develop knowledge that can contribute to their professional knowledge base. With an overall interest in issues of teaching and action research, this joint project aimed to use Lesson and Learning Study as models for developing and improving the quality of teaching and learning in schools. The research project was realised through four case studies in each country with a focus on students’ development of specific capabilities and values Science, Vocational Skills/Home and Consumer Studies, English as second language and Mathematics in grades 6-7. Complementing the cases School Development through Teacher Research – Lesson and Learning Studies in Sweden and Tanzania offers an introductory background to Lesson and Learning Studies as models for teacher-driven research and school development. The book is written to support teachers and teacher educators’ wishing to reflect about learning and the struggle of learners to discern various concepts, principles and practices. As well as those who genuinely wish to see serious learning take place, rather than simply seeing content ‘covered’ – including curriculum designers and developers, educational researchers, educational supervisors and leaders and student-teachers as well as students of pedagogy and didactics. We dedicate the book to teacher educators, teachers and school leaders who are seriously striving to enhance students’ learning and understanding in different subject areas.

Studies In School Improvement

Author: Wayne K. Hoy
Publisher: IAP
ISBN: 1607522012
Size: 38.95 MB
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Studies in School Improvement is the eighth volume in a series on research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This selection of readings highlights a number of important factors in the stimulation and implementation of school improvement, including transformational leadership; change perspectives of teachers, principals, and the community; strategies for instructional change; learning environments and school culture; dropout prevention; professionalism; trust relations between the teachers and the board as well as trust between students and teachers; and admission decisions for educational leadership programs. In addition, a number of new, reliable and valid measures are developed and presented for the first time—instruments to assess: 1) change perspectives of the faculty, 2) professionalism of teachers, and 3) trust relations between students and teachers. These tools are valuable aids for both researchers and practitioners in their quest to understand and implement successful school improvement projects.

Networks For Learning

Author: Chris Brown
Publisher: Routledge
ISBN: 1351996975
Size: 56.90 MB
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Educational researchers, policy-makers and practitioners are increasingly focusing their attention on Professional Learning Networks in order to facilitate teacher development and encourage school and school system improvement. However, despite the understanding that PLNs can contribute significantly to improving teaching practice and student achievement, there are key challenges regarding their use. These challenges include: ensuring PLNs can provide opportunities for generating and sharing knowledge within schools enabling teachers and professionals to direct their own development helping individuals change their practices through inquiry-led approaches facilitating partnerships which work across a variety of stakeholders In this new edited volume, Brown and Poortman evaluate these challenges from both a theoretical and practical approach. A multitude of perspectives from a team of international contributors covers: the importance of Professional Learning Networks the use of evidence within PLNs the impact of inter-school networks international cases of networks and communities the promotion and sustainability of PLNs Also featuring case studies and exemplars to contextualise sustainable learning networks, Networks For Learning is an accessible and thoroughly-researched book, which will be essential reading and a valuable resource for researchers, teachers and school leaders who are interested in developing professional learning networks.

Design Based School Improvement

Author: Rick Mintrop
Publisher: Harvard Education Press
ISBN: 9781612509037
Size: 51.96 MB
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At the heart of the effort to enact and scale up successful school reforms is the need for more robust links between research and practice. One promising approach is design development, a methodology widely used in other fields and only recently adapted to education, which offers a disciplined process for identifying practical problems, assessing evidence of outcomes, accounting for variability in implementation and results, and establishing a foundation for broader understanding of the problem and proposed solutions. This exciting new book provides a practical guide for education leaders who are seeking to address issues of equity in their schools and want to pursue this approach. The book provides a step-by-step description of the process, augmented by case studies of four education leaders: Christine, a middle school principal who is concerned with the volume of disciplinary referrals in her school; Michelle, an elementary school principal who wants to address achievement gaps; Eric, an assistant superintendent who wants to improve the quality of principals' instructional feedback to teachers; and Nora, a high school principal who is concerned about the use of racial and homophobic slurs in the hallways. The book follows each of these leaders as they formulate and refine interventions to address these problems. Design-Based School Improvement also includes a series of "excursions into theory" that discuss the research basis for design-based improvement. The author--a leading thinker about policy implementation and school reform--shows a profound appreciation for the complexity of work in schools and the deep and sustained thinking entailed in undertaking productive change. By bringing theory to life and putting it in the hands of skilled practitioners, this book promises to become an invaluable resource for education leaders seeking to solve problems of equity and social justice in schools.