Action Learning Action Research

Author: David Kember
Publisher: Routledge
ISBN: 1135792690
Size: 24.16 MB
Format: PDF, Mobi
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This volume sets out to provide experience-based tools for those needing to assess and improve teaching and learning quality. It presents a detailed framework explaining what action learning and research is with information on how to carry out an action learning project.

Action Learning In Schools

Author: Peter Aubusson
Publisher: Routledge
ISBN: 1136616969
Size: 67.60 MB
Format: PDF, ePub, Docs
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Teaching is becoming increasingly complex in the 21st Century, creating a need for more sophisticated frameworks to support teachers’ professional learning. Action learning is one such framework and has been used for workplace learning in business settings for many years. It is now becoming increasingly popular in school and university settings, but it is often misunderstood. This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change. The book brings together more than a decade of the authors’ research in school-based action learning. Rich and diverse, the research draws on more than 100 case studies of action learning by teams of teachers in schools. The authors: provide practical advice on how to initiate and sustain action learning; explain the interaction between action learning, teacher development, professional learning, community building, leadership and change; and illustrate how action learning can link to classroom practice so closely that it becomes part of what teachers do, rather than an added impost. Addressing the highs and lows, the successes and failures, and their underlying causes, Action Learning in Schools provides insights into theories of cooperation, innovation, leadership and community formation to inform individual projects and large-scale school improvement initiatives. It will be of interest to teacher educators, pre-service and experienced teachers alike, as well as school and education system managers and policymakers keen to enhance teacher professional learning and educational outcomes for students.

Improving Teaching With Collaborative Action Research

Author: Diane Cunningham
Publisher: ASCD
ISBN: 1416611622
Size: 68.68 MB
Format: PDF, Docs
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Once you've established a professional learning community (plc), you need to get this ascd (Association for Supervision and Curriculum Development) action tool to ensure that your plc stays focused on addressing teaching methods and student learning problems. This ascd action tool explains how your plc can use collaborative action research to formulate questions about topics of your own choosing, take action, and then collect and analyze data to answer those questions. This action research process helps your plc unearth the root causes of issues and plan corrective actions while fostering ongoing and collaborative teacher staff development. Dozens of learning activities--checklists, rubrics, planning guides, and reflection prompts--lead your plc through the steps of: (1) Developing a common understanding of effective group process and collaborative action research; (2) Identifying a meaningful starting point for inquiry, thinking through a rationale and vision for group work, and generating questions to guide the inquiry; (3) Encouraging meaningful and productive discourse among members; (4) Promoting the effective use of action planning and data; and (5) Supporting continuous assessment of results and reflection on effective practices. Each tool in the collection includes an explanation of why and how to use the tool. Whether your school is new to this action research or is already engaged in the process, this action tool gives you an easy, go-to resource that is perfect for instructional leaders of all sorts--grade-level leaders, department leaders, principals, assistant principals, and staff developers--who are responsible for facilitating improvement.

Student Voice Teacher Action Research And Classroom Improvement

Author: Lisa M. Bell
Publisher: Springer
ISBN: 9462097763
Size: 50.79 MB
Format: PDF, Mobi
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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.

Towards Quality Improvement Of Action Research

Author: Ben Boog
Publisher: Sense Pub
ISBN: 9789087905927
Size: 55.38 MB
Format: PDF
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This book offers perspectives and challenges for action research in contemporary society with a particular reflection on ethics and standards. On the one hand the world is becoming smaller and much more open with tremendous opportunities for international exchange and multi-cultural enrichment. On the other hand the divide between the poor and the rich is deepening, international tensions are growing and the sustainability of the environment is under considerable threat on a worldwide basis. These trends are challenging politicians, civil society and social movements to search for problem solving strategies to deal with the risks of exclusion, poverty, social and physical insecurity and environmental deprivation. The intriguing question is what role action research could play in order to address these challenges? Action research has something to offer because it favours the connection between knowledge production and social change by means of partnerships between researchers, practitioners and a variety of client stakeholders. The focus is on providing the means to improve people's self determination - to empower them in their roles as professional practitioners or citizens in the diverse social domains in which they live and work. Participatory action research and learning processes enable participants to improve the impact of services and programs in education, health care, urban and regional development, business, agriculture, arts, care of the elderly, leisure and many other spheres of social life. The approach of action research, which is rooted among others in the work of John Dewey and Kurt Lewin, covers nowadays a landscape of different concepts such as participatory action research, cooperative inquiry and action learning, to mention just a few. In this book scholars from those divergent concepts of action research present and discuss instructive examples of action research practices from developed as well developing countries. Special attention is paid to the vital issue of how this type of research can be conducted in a participatory, responsible, transparent and scientific way.

Action Learning And Action Research

Author: Ortrun Zuber-Skerritt
Publisher: Sense Pub
ISBN: 9789087909536
Size: 13.87 MB
Format: PDF, Docs
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These songlines 'sing' into history the personal story of Action Learning and Research (ALAR) by an ALAR founder, Ortrun Zuber-Skerritt. Revealed through a collection of interviews conducted by scholars from six countries, these engaging, informative, intimate stories record her ALAR journey to document history and, more importantly, to help develop skills and innovation in workplace/community and lifelong learning for everyone, including the disadvantaged and poorest. Reviewers comments: This book is a must read for action researchers of all stripes and experience levels. Ortrun Zuber-Skerritt, a principal architect of ALAR who has pushed the boundaries of AR conceptually and methodologically, has now created a unique book built out of orchestrated interviews that provide us with much insight into who she is, why and how to learn from her, and invitation to collaborate in further developing our practice for the benefit of everyone. Davydd Greenwood, PhD, Goldwin Smith Professor of Anthropology, Cornell University, USA. --------- Interlinking interviews with personal and professional reflection make this book a welcome contribution, not only to ALAR but also to the wider development of personal narrative research and autoethnography. The methodology will inspire readers to be both creative and honest in their approach to their own studies. Morwenna Griffiths, PhD, Professor and Chair of Classroom Learning, School of Education, Edinburg University, UK --------- I'm excited by the PIP model (Preamble-Interview-Postscript) that Ortrun introduces to structure her ALAR story in this book. It's particularly useful in African countries for making public indigenous knowledge that is traditionally transferred by means of story telling. Ansu Erasmus, PhD, Professor and Senior Director, Higher Education Development and Services, Tshwane University of Technology, Pretoria, South Africa ---------- In this innovative self-ethnographic account, Ortrun shares the experiences that are sources of her wisdom in relation to ALAR. Those who yearn for more control of their work situations, their lives and their environment in general, will be empowered by the personal learning that her 'songlines' convey. Shirley Grundy, PhD, Professor and Dean of the Faculty of Education, University of Hong Kong. ----------

The Routledgefalmer Reader In Higher Education

Author: Malcolm Tight
Publisher: Psychology Press
ISBN: 9780415327640
Size: 44.68 MB
Format: PDF, ePub, Mobi
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The RoutledgeFalmer Reader in Higher Education provides a balanced selection of the last few years' writing on the topic, offering anyone with an interest in higher education an essential reference work. The editor uses his experience to present a range of articles illustrating the variety of methodological approaches and theoretical frameworks that have been applied to the study of higher education. Journal articles from Europe, Australia and Asia cover the following key themes: teaching and learning course design student experience quality system policy institutional management academic writing knowledge. This ground-breaking Reader reflects the range of perspectives that contribute to higher education research. It aims to support the growth of higher education as an emerging field of study.

Teaching For Quality Learning At University

Author: John B. Biggs
Publisher: McGraw-Hill Education (UK)
ISBN: 0335242766
Size: 74.57 MB
Format: PDF, ePub
View: 7677
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This best-selling book explains the concept of constructive alignment in education and aids implementation of this at multiple levels.

Teacher Action Research

Author: Gerald J. Pine
Publisher: SAGE
ISBN: 1452278741
Size: 78.31 MB
Format: PDF, Mobi
View: 4670
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"This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples." —Kejing Liu, Shawnee State University Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method. Key Features Discusses how to build a school research culture through collaborative teacher research Delineates the role of the professional development school as a venue for constructing a knowledge democracy Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies