http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
blending constructivism with action research
"Teachers increasingly are being charged to conduct research on teaching and learning in their classes. Action research is an instrument that teachers can use for their particular classroom to meet this charge. While traditional research provides effective guidelines for teaching and learning, its generalized format does not take into consideration the multitude of variables that affect individual classrooms and students. Action research enables the teacher to improve the learning of the students in their particular context; this, in turn, improves the professional practice of the teacher. The uniqueness of the model presented in this book is that this model is guided by specific Constructivist principles. These principles are then transformed into learning strategies and applied to the action research cycle. Each stage of the action research process also is steered by prompts emanating from the Constructivist philosophy. The prompts provide questions that the teacher can use to examine current practices and consider new approaches. The blending of Constructivism and action research enables the teacher to create a new cognitive framework for understanding and enhancing student learning . This book provides a guide for combining two important traditions resulting in a research platform which creates new knowledge about both students and teachers"--
Foreword / William H. Schubert -- Acknowledgments -- Introduction and overview -- Why start with questions? -- A rigorous model -- Helping students learn -- Academic achievement -- Spillover Effects -- Long-term out comes -- Affective domain and motivation -- Teacher actions in the classroom -- Developing AI? structure for the decision-making process -- References -- Reflection and teacher research -- Reflection as AI? tool of teacher instructional delivery -- Reflection as AI? change agent -- Reflection as an instrument of autonomy --Reflection as an instrument for passion and creativity -- Taxonomies for reflection --Tools of reflection: written journals -- Other platforms for reflection -- Research on other reflection outcomes -- Summary and checklist -- References -- Examining teacher research -- Teacher research -- Framework for teacher research -- Developing AI? definition for action research -- The action research model -- Cognitive demands -- References -- Cognitive foundations -- Changing perspective -- Constructivism -- Building AI? constructivist foundation for action research -- Learning principles 1 and 2 -- Learning principles 3 and 4 -- How does knowledge come Into existence? -- Learning principle 5 -- Learning principles 6 and 7 -- Specific cognitive actions for creating knowledge -- Metacognition -- Real-world problems -- Learning principle 8 -- The action researcher and learning principle 8 -- The role of society -- Learning principles 9 and 10 -- The action researcher and learning principles 9 and 10 -- Organization of knowledge -- Learning principles 11 and 12 -- The action researcher and learning principles 11 and 12 -- Summary and looking ahead -- References -- Organizing the constructivist principles -- Autonomy and uniqueness -- Authentic products and authentic situations -- Making connections and creating new knowledge networks -- Creating and addressing disequilibrium/perturbations -- Look to future chapters -- References -- Important prerequisites -- Building teacher-student relationships -- Promoting student autonomy -- Emotional intelligence -- Journal reflections, handwritten notes, and memos -- Being AI? systems thinker -- Use of constructivist principles to interpret data -- Summary -- What's Next? -- References -- Planning for the area of focus and the learning environment -- The research question -- The process of developing the research question -- The final research question -- Researcher bias and reflexivity -- Participant relationships/characteristics of the learning environment -- Ethics -- Reflecting on the planning process and AI? look ahead -- References -- Planning for data, data interpretation, and communication -- Data -- analyzing and interpreting the data: creating AI? network of ideas -- The communication plan -- Flowing Into the actual project -- References -- Phase 1 of the action research project -- Creating prior knowledge -- Theorizing for the next cycle -- Reviewing phase 1 and moving to phase 2 -- Phase 2 -- The first steps -- The graphic organizer with partner interaction -- Examining phase 2 -- References -- Phase 3: affirming themes and restructuring -- Student choice of notes format -- Open notes and learning -- Quizzing as part of AI? learning system -- Instructor reorganization -- Open-notes quizzes and creativity/higher-order thinking -- The authentic product versus traditional approaches -- Evaluating open-notes quizzes and learning -- Action plan -- Phase 4 -- Addressing the disequilibrium -- Phase 4 and the learning process -- References --The final action plan -- Learning as the foundation of assessment -- Quizzing as part of an entire system of learning and assessing -- Making mistakes AI? vital part of learning -- Personal reflection -- Validity -- Closer look at validity in action research: value -- A look at validity in action research: trustworthiness -- Confirmability -- A final look at validity: AI? constructivist process -- References -- About the Author.
Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty