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This book presents first-person accounts providing the basis for exploring the challenges and constraints of action research.
Offering preservice and inservice teachers a guide to navigate the rapidly changing landscape of English Language Arts education, this book provides a fresh perspective on what it means to be a teacher researcher in ELA contexts. Inviting teachers to view inquiry and reflection as intrinsic to their identity and mission, Buckelew and Ewing walk readers through the inquiry process from developing an actionable focus, to data collection and analysis to publication and the exploration of ongoing questions. Providing thoughtful and relevant protocols and models for teacher inquiry, this book establishes a theoretical foundation and offers practical, ready-to-use tools and strategies for engaging in the inquiry process in the context of teachers’ communities. Action Research for English Language Arts Teachers: Invitation to Inquiry includes a variety of examples and scenarios of ELA teachers in diverse contexts, ensuring that this volume is relevant and accessible to all educators.
Offering preservice and inservice teachers a guide to navigate the rapidly changing landscape of English Language Arts education, this book provides a fresh perspective on what it means to be a teacher researcher in ELA contexts. Inviting teachers to view inquiry and reflection as intrinsic to their identity and mission, Buckelew and Ewing walk readers through the inquiry process from developing an actionable focus, to data collection and analysis to publication and the exploration of ongoing questions. Providing thoughtful and relevant protocols and models for teacher inquiry, this book establishes a theoretical foundation and offers practical, ready-to-use tools and strategies for engaging in the inquiry process in the context of teachers’ communities. Action Research for English Language Arts Teachers: Invitation to Inquiry includes a variety of examples and scenarios of ELA teachers in diverse contexts, ensuring that this volume is relevant and accessible to all educators.
Responding to the linguistic and cultural diversity of the U.S. K–12 student population and an increasing emphasis on STEM, this book offers a model for professional development that engages teachers in transformative action research projects and explicitly links literacy to mathematics and science curriculum through sociocultural principles. Providing detailed and meaningful demonstrations of participatory action research in the classroom, Razfar and Troiano present an effective, systemic approach that helps preservice teachers support students’ funds of knowledge. By featuring teacher and researcher narratives, this book centers teacher expertise and offers a more holistic and humanistic understanding of authentic and empathetic teaching. Focusing on integrating instructional knowledge from ESL, bilingual, and STEM education, the range of cases and examples will allow readers to implement action research projects in their own classrooms. Chapters include discussion questions and additional resources for students, researchers, and educators.
This hands-on, practical guide for ESL/EFL teachers and teacher educators outlines, for those who are new to doing action research, what it is and how it works. Straightforward and reader friendly, it introduces the concepts and offers a step-by-step guide to going through an action research process, including illustrations drawn widely from international contexts. Specifically, the text addresses: action research and how it differs from other forms of research the steps involved in developing an action research project ways of developing a research focus methods of data collection approaches to data analysis making sense of action research for further classroom action. Each chapter includes a variety of pedagogical activities: Pre-Reading questions ask readers to consider what they already know about the topic Reflection Points invite readers to think about/discuss what they have read action points ask readers to carry out action-research tasks based on what they have read Classroom Voices illustrate aspects of action research from teachers internationally Summary Points provide a synopsis of the main points in the chapter Bringing the 'how-to' and the 'what' together, Doing Action Research in English Language Teaching is the perfect text for BATESOL and MATESOL courses in which action research is the focus or a required component.
Beginning with the reasons for carrying out action research, this guide for language teachers can be used by them to analyse and investigate their own expertise and develop it in a systematic way.
Now in its third edition, the Handbook of Research on Teaching the English Language Arts—sponsored by the International Reading Association and the National Council of Teachers of English—offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders provide historical and theoretical perspectives about teaching the language arts focus on bodies of research that influence decision making within the teaching of the language arts explore the environments for language arts teaching reflect on methods and materials for instruction Reflecting important recent developments in the field, the Third Edition is restructured, updated, and includes many new contributors. More emphasis is given in this edition to the learner, multiple texts, learning, and sharing one’s knowledge. A Companion Website, new for this edition, provides PowerPoint® slides highlighting the main points of each chapter.
More and more, classroom teachers are using action research strategies to tackle basic issues and daily dilemmas-everything from designing their own professional development to reshaping instructional practice. Through their support of teachers who are eager to take up this work, Ellen Meyers and Frances Rust have found that the challenges to the reform of public schools are most likely to surface in three areas: resources needed to meet standards, conditions of the workplace, and status of the teaching profession. Their book is a lucid guide for teachers to address these and other problems in classrooms and beyond; to ask the right questions and design and implement research to find answers; and to use this data to effect change. Every chapter contains rich examples of teacher research in action. Jane Fung focuses on the conditions of schooling and the status of teachers in an elementary school in downtown Los Angeles. Lara Goldstone, teaching in New York's Chinatown, looks at obstacles to successful communication with the parents of her students. In a Lower East Side middle school, Matt Wayne confronts the problem of getting appropriate books for struggling eighth-grade students. Carol Tureski at a high school in Queens finds that lack of access to high-interest, culturally relevant resources is a significant barrier to facilitating adolescent literacy. Janet Price, also at a Queens high school, shows what can happen when teachers set the agenda for professional development around assessment in their school. Natasha Warikoo at a Manhattan high school looks at the impact of class size on her teaching of second-language learners in her math class. When teachers consider themselves to be researchers, not just consumers of research, they are exercising leadership. And when teachers form networks to share their knowledge, they are breaking down obstacles that have thwarted their leadership for so long. Action research empowers teachers to do just that-to lead reform efforts and provide the remedies needed for all children to succeed. The studies in this book are part of the work of the Teachers Network Policy Institute, whose mission is to give teachers an active voice in education policy making. For more information, contact www.teachersnetwork.org. All proceeds support the Teachers Network Policy Institute.
This text makes available in a concise format the chapters comprising the research methodology section of the Handbook of Research on Teaching the English Language Arts, Second Edition. An introduction, designed to give K-12 teachers an understanding of the basic categories and functions of research in teaching, is followed by chapters addressing teacher professionalism and the rise of "multiple literacies"; empirical research; longitudinal studies; case studies; ethnography; teacher research; teacher inquiry into literacy, social justice, and power; synthesis research; fictive representation; and contemporary methodological issues and future direction in research on the teaching of English. Methods of Research on Teaching the English Language Arts is well-suited for use in upper-level undergraduate and graduate-level literacy research methods courses.
Timely, thoughtful, and comprehensive, this text directly supports pre-service and in-service teachers in developing curriculum and instruction that both addresses and exceeds the requirements of English language arts standards. It demonstrates how the Common Core State Standards as well as other local and national standards’ highest and best intentions for student success can be implemented from a critical, culturally relevant perspective firmly grounded in current literacy learning theory and research. The third edition frames ELA instruction around adopting a justice, inquiry, and action approach that supports students in their schools and community contexts. Offering new ways to respond to current issues and events, the text provides specific examples of teachers employing the justice, inquiry, and action curriculum framework to promote critical engagement and learning. Chapters cover common problems and challenges, alternative models, and theories of language arts teaching. The framework, knowledge, and guidance in this book shows how ELA standards can not only be addressed but also surpassed through engaging instruction to foster truly diverse and inclusive classrooms. The third edition provides new material on: adopting a justice, inquiry, and action approach to enhance student engagement and critical thinking planning instruction to effectively implement standards in the classroom teaching literary and informational texts, with a focus on authors of color integrating drama activities into literature teaching informational, explanatory, argumentative, and narrative writing supporting bilingual/ELL students using digital tools and apps to respond to and create digital texts addressing how larger contextual and political factors shape instruction fostering preservice teacher development
