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Conducting action research in the classroom is a significant way for teachers to assess their own teaching with regard to student learning. Designed for teachers, especially reading teachers, Action Research for Teachers: Traveling the Yellow Brick Road uses the analogy of action research as a journey for self-discovery in evaluating how effective they are as classroom teachers. The text provides a clear and thorough set of exercises and directives for determining a research plan, organizing the research, developing evaluation tools, collecting, displayng and evaluating data.
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Using a metaphorical picture of self-reflection as an intriguing journey, Action Research for Teachers: Traveling the Yellow Brick Road is written to serve as a problem solving tool for literacy educators. The authors begin by explaining the importance of action research as a critical phase of reflective practice. Detailed definitions of research stages are followed by concise ‘stepping stones” explaining in simple terms how to engage in each stage of action research. Five case studies of practicing literacy teachers scaffold the action research process and illustrate how to integrate it into everyday teaching practice. New to this edition is a case study done solely within an electronic teaching and learning environment.
Highlighting instructional self-improvement, this text assists teachers in becoming adept at using students and colleagues as resources in their action research journey. The book provides a clear and thorough set of directives for determining a research plan, organizing the research, developing evaluation tools, and synthesizing the resulting data. Action Research for Teachers: Traveling the Yellow Brick Road is a linchpin in the instructional advancement of any reading professional.About the Author:
Mary Louise Holly is Associate Professor of Early Childhood Education in the Department of Teacher Development and Curriculum Studies at Kent State university. She began teaching as an art consultant in Michigan in 1968 and has been a primary teacher and a teacher educator. Her research on teacher professional development explores teachers' lives and careers using psychosocial life history, and biographical methods.
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