Making a Difference: Action Research in Middle Level Education (eng)

Caskey, Micki M.

ISBN 10: 1593113560 / ISBN 13: 9781593113568

Edité par Information Age Publishing, 2005

A propos de cet article

N° de réf. du vendeur 6bbf20a07cc101e42d63be0f24d2a522

Détails bibliographiques

• Titre: Making a Difference: Action Research in Middle Level Education (eng)
• Éditeur: Information Age Publishing
• Date de parution: 2005
• Langue: anglais
• ISBN à 10 chiffres: 1593113560
• ISBN à 13 chiffres: 9781593113568
• Reliure: Couverture souple
• État de l'article: new
• Poids: 0,45 kilogramme

A propos de ce titre

Synopsis

Volume V of iThe Handbook of Research in Middle Level Educationi highlights action research in middle grades education. As a method of inquiry, action research compels educators to take action and think reflectively about those actions in order to effect positive educational change (Mills, 2000). Teachers, administrators, university professors, and other professionals conduct action research in different ways to examine classroom practices and school issues. Educational action researchers initiate their inquiries in various contexts: alone, in small peer teams, or larger faculty groups (Zeichner, 2001). Using individual and collaborative approaches, educators gain insights into teaching and learning processes. As evidenced throughout this volume, action research in the middle grades occurs in a variety configurations. This volume examines the dynamic ways that preservice and inservice teachers, school administrators, university faculty, and educational consortia use action research.

Présentation de l'éditeur

Volume V of The Handbook of Research in Middle Level Education highlights action research in middle grades education. As a method of inquiry, action research compels educators to take action and think reflectively about those actions in order to effect positive educational change (Mills, 2000). Teachers, administrators, university professors, and other professionals conduct action research in different ways to examine classroom practices and school issues. Educational action researchers initiate their inquiries in various contexts: alone, in small peer teams, or larger faculty groups (Zeichner, 2001). Using individual and collaborative approaches, educators gain insights into teaching and learning processes. As evidenced throughout this volume, action research in the middle grades occurs in a variety configurations. This volume examines the dynamic ways that preservice and inservice teachers, school administrators, university faculty, and educational consortia use action research.