Creating Equitable Classrooms Through Action Research

ISBN 10: 1412936675 / ISBN 13: 9781412936675

Published by Corwin, 2007

About this Item

Item has stickers attached to cover and or pages that have not been removed to prevent damage. Cover Case has some rubbing and edgewear. Access codes, CD's, slipcovers and other accessories may not be included.

Seller Inventory # 2Y6RVS004DKV_ns

Bibliographic Details

• Title: Creating Equitable Classrooms Through Action Research
• Publisher: Corwin
• Publication Date: 2007
• Language: English
• ISBN 10: 1412936675
• ISBN 13: 9781412936675
• Binding: Soft cover
• Condition: good

About this title

Synopsis

"Recognizing the importance of race, class, gender, culture, and ability, the authors provide a window into the difficulties that professional educators grapple with as they face the challenge of teaching all children. This text is both authentic and practical, and it demystifies the issues of equity that pervade today′s classrooms."
―Diane Yendol-Hoppey, Associate Professor
University of Florida, Gainsville

"Action research of this caliber on the subject of equity is critically needed for all children to have access to the same level of rigor and high standards. This is a must-read for districts that really want to turn action research into action that affects student learning."
―Terry Morganti-Fisher, Director of Professional Development
Austin Independent School District, TX

Utilize the power of action research to narrow the achievement gap!

Despite the best intentions of reform efforts, educational inequity continues to exist in public schools. Creating Equitable Classrooms Through Action Research confronts this challenge head-on and shows educators how they can use action research to both raise student achievement and strengthen instructional leadership.

Ideal for both a first-time action research endeavor or one already in progress, this practical guidebook helps practitioners formulate specific research questions, collect and analyze data, and communicate their findings. Educators will discover:

• Ten action research studies on narrowing the achievement gap
• Guidelines for implementing an action research project that supports culturally relevant instruction
• Authentic examples for discussion and reflection

Invaluable for school district leaders, teachers, professional development schools, and preservice teachers, this resource for systemwide improvement efforts helps schools provide more equitable learning environments for all children.

Review

"Recognizing the importance of race, class, gender, culture, and ability, the authors provide a window into the difficulties that professional educators grapple with as they face the challenge of teaching all children. This text is both authentic and practical, and it demystifies issues of equity that pervade today′s classrooms." Author: Diane Yendol-Hoppey, Associate Professor Published On: 2006-10-27

"Action research of this caliber on the subject of equity is critically needed for all children to have access to the same level of rigor and high standards. This is a must-read for districts who really want to turn action research into action that affects student learning." Author: Terry Morganti-Fisher, Director of Professional Development Published On: 2006-11-15

"Provides teachers, principals, district administrators, and professional development specialists with compelling insight into the workings of a successful action research program, and offers ten excellent sample action research projects focused on increasing student achievement in diverse school settings." Author: From the Foreword by Elizabeth Burmaster Published On: 2007-01-08

"Both the individual studies presented and the example of a school district investing in its teachers to create new solu­tions to enduring problems of schooling will provide the basis for dialogue and stimulate the creation of other opportunities for teachers to engage in action research in school districts across the country." Author: SirReadaLot.org, September 2007 Published On: 2007-10-18