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Practical Action Research for Change.
Richard Schmuck demonstrates how educators can use personal reflection and action research to convert frustrations into solvable problems and improved professional practice.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2006.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn939263107 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 160213s2006 xx of 000 0 eng d | ||
| 040 | |a EBLCP |b eng |e pn |c EBLCP |d OCLCQ |d AU@ |d OCLCQ |d LOA |d OCLCO |d OCLCF |d OCLCO |d OCLCQ |d OCLCO | ||
| 020 | |a 9781412938594 | ||
| 020 | |a 1412938597 | ||
| 029 | 1 | |a AU@ |b 000069466382 | |
| 035 | |a (OCoLC)939263107 | ||
| 050 | 4 | |a LB1028.24 |b .S45 2006 | |
| 082 | 0 | 4 | |a 370.72 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Schmuck, Richard A. | |
| 245 | 1 | 0 | |a Practical Action Research for Change. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2006. | ||
| 300 | |a 1 online resource (193 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a Richard Schmuck demonstrates how educators can use personal reflection and action research to convert frustrations into solvable problems and improved professional practice. | ||
| 505 | 0 | |a Cover -- Contents -- Foreword -- Preface -- Acknowledgments -- About the Author -- Chapter 1 -- Reflective Professional Practice -- Reflections of the Future, Past, and Present -- Reflective Educators Seek Self-Knowledge -- The Search for Self-Knowledge Leads to Solitary Dialogue -- Self-Knowledge and Solitary Dialogue Lead to Professional Maturity -- Mature Educators Try to Improve Continually -- Stage 1: Assess the Situation -- Stage 2: Set Clear Goals -- Stage 3: Brainstorm Action Strategies -- Stage 4: Implement Action Plans -- Stage 5: Monitor Your Own Actions -- Stage 6: Assess Others' Reactions -- Stage 7: Evaluate What Others Have Learned -- Stage 8: Confront Yourself with the Results -- Stage 9: Reflect on Actions to Take Next -- Stage 10: Assess the New Situation and Set New Goals -- Using the Tools of Reflection to Move toward Action Research -- Journal-Writing Assignments -- Chapter 2 -- Educators and Continuous Improvement -- Three Faces of Continuous Improvement -- Action Research: Two Types of Social Scientists -- Differences between Action Research and Traditional Research -- An Example of Action Research -- Processes of Continuous Improvement -- Journal-Writing Assignments -- Chapter 3 -- Action Research: Definitions, Models, Steps, and Phases -- Contemporary Need for Action Research -- Definitions of Action Research -- Action Research and Group Dynamics -- Two Models of Action Research -- Proactive Action Research -- Responsive Action Research -- The Models Compared -- Three Phases of Action Research -- Initiation -- Detection -- Judgment -- Research during Each Phase -- Journal-Writing Assignments -- Chapter 4 -- Research Methods: Procedures, Instruments, Special Issues, and Ethics -- Data Collection in Action Research -- Questionnaires -- Factual Questionnaires -- Standardized Tests: Special Factual Questionnaires. | |
| 505 | 8 | |a Questionnaires about Feelings -- Questionnaires about Thoughts -- Questionnaires about Behaviors -- Tips on Making Questionnaires -- Interviews -- One-on-One Informal Interviews -- Focus Group Informal Interviews -- One-on-One Formal Interviews -- Focus Group Formal Interviews -- Observations -- Observant Participation -- Structured Observations -- Documents -- Special Issues of Action Research -- Psychometric Challenges -- Psychological Obstacles -- Process Pitfalls -- The Ethics of Action Research -- Journal-Writing Assignments -- Chapter 5 -- Proactive Action Research -- Marilyn Lund -- Marilyn Reflects on Her Practice -- Marilyn's Knowledge (and Methods) Search -- Marilyn's Hopes and Concerns -- Marilyn's New Practices -- Marilyn Collects Data -- Marilyn Checks on What the Data Mean -- Marilyn Reflects on Alternative Ways to Behave -- Marilyn Fine-Tunes Her New Practice -- James Johnson -- James Searches for Knowledge -- James's Reflections on His Practice -- James's Hopes and Concerns -- James Tries a New Practice -- James Creates Methods to Collect Data -- James Checks on What the Data Mean -- James Reflects on Alternative Ways to Behave -- James Fine-Tunes His New Practice -- The Six Steps of Proactive Action Research -- Step 1: List Hopes and Concerns -- Step 2: Try a New Practice -- Step 3: Search for Methods and Collect Data -- Step 4: Check on What the Data Mean -- Step 5: Reflect on Alternative Ways to Behave -- Step 6: Fine-Tune the New Practice -- The Range of Proactive Models -- Journal-Writing Assignments -- Chapter 6 -- Responsive Action Research -- Matt Reardon -- Matt Collects Data -- Matt Analyzes the Data -- Matt Uses the Data, Searches for New Ideas, and Announces Changes -- Matt's Hopes and Concerns -- Matt Tries a New Practice -- Matt Collects Data -- Beverly Lee -- Beverly Collects Data -- Beverly Analyzes the Data. | |
| 505 | 8 | |a Beverly Distributes the Data, Searches for Knowledge, and Announces Changes -- Beverly Reports Her Hopes and Tries a New Practice -- Beverly Collects Data -- The Six Steps of Responsive Action Research -- Step 1: Collect Data -- Step 2: Analyze the Data -- Step 3: Distribute the Data, Announce Changes, and Search for Knowledge -- Step 4: List Hopes and Concerns -- Step 5: Try a New Practice -- Step 6: Collect Data -- The Range of Responsive Models -- Journal-Writing Assignments -- Chapter 7 -- Group Dynamics of Cooperative Action Research -- Positive Social Support -- Critical Friendship -- Probing Conversation -- Effective Group Dynamics -- Ten Tips for Group Dynamics -- Tip 1: Establish Feelings of Membership, Inclusion, and Trust -- Tip 2: Foster Shared Influence and Dispersed Leadership -- Tip 3: Accentuate Friendliness and Cohesiveness -- Tip 4: Cope with Social Status Differences -- Tip 5: Use Sound Meeting Skills -- Tip 6: Use Sound Communication Skills -- Tip 7: Reach Understandings about Group Agreements -- Tip 8: Strive to Make Decisions by Consensus -- Tip 9: Take Time to Debrief the Team's Group Processes -- Tip 10: Look to See if There is Group Follow-through -- Journal-Writing Assignments -- Chapter 8 -- Types of Cooperative Action Research -- One-on-One Partnerships -- Small Face-to-Face Groups -- Whole-School Staffs -- Proactive Projects -- Responsive Projects -- Districtwide Educator Networks and Stakeholders -- Case Studies -- One-on-One Partnership -- List Hopes and Concerns -- Try a New Practice -- Collect Data -- Check What the Data Mean -- Reflect on Alternative Ways to Behave -- Fine-Tune the New Practice -- Small Face-to-Face Groups (One Educator with Students) -- Collect Data -- Analyze the Data -- Distribute the Data and Announce Changes -- List Hopes and Concerns -- Try a New Practice -- Check Others' Reactions. | |
| 505 | 8 | |a Collect Data -- Small Face-to-Face Groups (Collegial Teacher Teams) -- List Hopes and Concerns -- Try a New Practice -- Collect Data -- Check What the Data Mean -- Reflect on Alternative Ways to Behave -- Fine-Tune the New Practice -- Small Face-to-Face Groups (Mixed Educator Team) -- Collect Data -- Analyze the Data -- Distribute the Data and Announce Changes -- List Hopes and Concerns -- Try a New Practice -- Check Others' Reactions -- Collect Data -- Small Face-to-Face Groups (Site Council) -- List Hopes and Concerns -- Try a New Practice -- Collect Data -- Check What the Data Mean -- Reflect on Alternative Ways to Behave -- Fine-Tune the New Practice -- Small Face-to-Face Groups (School Board) -- Collect Data -- Analyze the Data -- Distribute the Data and Announce Changes -- List Hopes and Concerns -- Try a New Practice -- Check Others' Reactions -- Collect Data -- Whole-School Faculty -- Try a New Practice -- Incorporate Hopes and Concerns -- Collect Data -- Check What the Data Mean -- Reflect on Alternative Ways to Behave -- Fine-Tune the New Practice -- Educator-Stakeholder Task Force -- Collect Data -- Analyze the Data -- Distribute the Data and Announce Hopes -- Try a New Practice -- Check Others' Reactions -- Collect Data -- Journal-Writing Assignment -- Chapter 9 -- Prominent Authors on Action Research -- Its Democratic Philosophical Roots -- John Dewey, Mary Parker Follett, and Kurt Lewin -- John Dewey -- Mary Parker Follett -- Kurt Lewin -- Alice Miel and Stephen Corey -- Alice Miel -- Stephen Corey -- Ronald Lippitt -- Paulo Freire -- Reginald Revans -- Chris Argyris and Donald Schön -- Chris Argyris -- Donald Schön -- Stephen Kemmis and Jean McNiff -- Stephen Kemmis -- Jean McNiff -- William Foote Whyte -- Richard Sagor -- Geoffrey Mills -- Teacher Research -- Journal-Writing Assignment -- Bibliography -- Index. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Action research in education |v Handbooks, manuals, etc. | |
| 650 | 6 | |a Recherche-action en éducation |v Guides, manuels, etc. | |
| 650 | 7 | |a Action research in education |2 fast | |
| 655 | 7 | |a handbooks. |2 aat | |
| 655 | 7 | |a Handbooks and manuals |2 fast | |
| 655 | 7 | |a Handbooks and manuals. |2 lcgft | |
| 655 | 7 | |a Guides et manuels. |2 rvmgf | |
| 776 | 0 | 8 | |i Print version: |a Schmuck, Richard A. |t Practical Action Research for Change. |d Thousand Oaks : SAGE Publications, ©2006 |z 9781412938594 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1994376 |z Texto completo |
| 936 | |a BATCHLOAD | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1994376 | ||
| 994 | |a 92 |b IZTAP | ||