By Ernest (Ernie) T. Stringer, Dr. Lois McFadyen Christensen, Dr. Shelia C. Baldwin
Aiding academics interact K–12 scholars as participatory researchers to complete powerful studying results Integrating instructing, studying, and motion examine: bettering guideline within the K–12 school room demonstrates how academics can use motion examine as an crucial section of instructing and studying. The textual content makes use of examples and lesson plans to illustrate how scholar learn strategies should be integrated into school room classes which are associated with criteria. Key FeaturesGuides lecturers via systematic steps of making plans, guide, review, and evaluate, making an allowance for the various talents and features in their scholars, the advanced physique of information and talents they have to collect, and the good selection of studying actions that may be engaged within the processDemonstrates how instructor motion study and scholar motion learning-working in tandem-create a dynamic, enticing studying group that permits scholars to accomplish wanted studying outcomesProvides transparent instructions and examples of ways to use motion learn to center lecture room actions: lesson making plans, educational strategies, scholar studying actions, review, and review
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Extra info for Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K-12 Classroom
Chicago: University of Chicago Press. Dick, B. (1997). Action learning and action research. html Eisner, E. W. (1987). Cognition and curriculum. New York: Longman. Eisner, E. W. (1997). ). New York: Merrill Publishing Company. Elkind, D. (1995). School and family in the postmodern world. Phi Delta Kappan, 76, 8–14. Friere, P. (2000). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, MD: Rowman & Littlefield Publishers. Gallagher, J. , & Reid, D. K. (2002). The learning theory of Piaget and Inhelder.
Think of these varied theories as a vast buffet from which you may choose according to the needs of the children in your classroom. The theories presented provide useful conceptual tools that may assist teachers to deal most effectively with the complex situations and sometimes apparently overwhelming dilemmas they face in their classrooms. Hopefully, what you glean from theories provides the basis for sound practice that is informed by the particular concepts and perspectives presented. They assist you to allow students to continue growing and learning, thus perpetuating a form of collaborative cognitive growth that enhances the classroom life of you and your students.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process (Rev. ). Boston: Heath. (Original work published 1909) Dewey, J. (1938). Experience and education. New York: Macmillan Publishing Company. Dewey, J. (1964). The relation of theory to practice in education. In R. D. ), John Dewey on education (pp. 313–338). Chicago: University of Chicago Press. Dick, B. (1997). Action learning and action research. html Eisner, E. W. (1987). Cognition and curriculum.