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Table of Contents
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 a structure for the decision-making process
References
Reflection and teacher research
Reflection as a tool of teacher instructional delivery
Reflection as a 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 a definition for action research
The action research model
Cognitive demands
References
Cognitive foundations
Changing perspective
Constructivism
Building a 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 a 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 a look ahead
References
Planning for data, data interpretation, and communication
Data
analyzing and interpreting the data: creating a 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 a 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 a 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: a constructivist process
References
About the Author.
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 a structure for the decision-making process
References
Reflection and teacher research
Reflection as a tool of teacher instructional delivery
Reflection as a 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 a definition for action research
The action research model
Cognitive demands
References
Cognitive foundations
Changing perspective
Constructivism
Building a 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 a 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 a look ahead
References
Planning for data, data interpretation, and communication
Data
analyzing and interpreting the data: creating a 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 a 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 a 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: a constructivist process
References
About the Author.