Search results for: teachers-engaged-in-research

Teachers Engaged in Research

Author : Joanna Osborne Masingila
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Through the chapters in this volume we learn about the research foci and/ or questions that these classroom teachers are interested in examining, the mathematics content through which they engaged their students in these explorations, the data sources they used to make sense of their focus and questions, and their roles in the research. An overarching theme through all the chapters in this volume is the learning and professional development that occurs through teacher research. What these authors learned about student learning and their own teaching practice far exceeded the focus of their particular research questions. For some, the research validated their beliefs and instructional practices; for others, it deepened or extended their understanding of mathematics, or raised their expectations of students' capabilities. For all, it is fair to say, their research increased their awareness of how students come to know and understand mathematics, and enabled them to gain insight into the complexity of teaching. Lampert (2001) noted, "One reason teaching is a complex practice is that many of the problems a teacher must address to get students to learn occur simultaneously, not one after another" (p. 2). We, as readers, gain a window into these teachers' research within and about the complexity of classroom teaching.

Teachers Engaged in Research

Author : Stephanie Z. Smith
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This volume was written primarily for teachers who have developed (or who are being encouraged to develop) an awareness of and commitment to teaching mathematics for understanding. The research findings presented in these chapters suggest instructional implications worthy of these teachers' consideration. Often, the authors in this volume describe instructional practices or raise issues that have the potential to broaden views of teaching and learning mathematics. These chapters provide interesting problems and tasks used in the authors' work that readers can use in their own classrooms. The volume can also be used with courses for preservice and inservice teachers, collaborative teacher study groups, and other professional activities. A hallmark of good research is its connection to the relevant literature in the field, and the authors of this volume have themselves drawn from the research literature to inform their work. The reference lists accompanying these chapters can be useful resources and should not be overlooked. Most importantly for teacher education, this volume showcases the variety of ways teachers can become engaged in research, and we hope that readers will recognize that teacher research can be both accessible and beneficial in the preparation and professional development of teachers. This is not to suggest, however, that this volume is intended only for teachers and teacher educators. It is also intended to be an interesting, informative resource for other researchers, school administrators, and policy makers. The research presented in this volume is intended to provide an opportunity for those outside the classroom to gain insight into the kinds of issues that matter to teachers, the ways in which those issues might be researched, and the contributions that classroom research makes to mathematics education.

Teachers Engaged in Research

Author : Laura R. Van Zoest
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This book provides examples of the ways in which 9-12 grade mathematics teachers from across North America are engaging in research. It offers a glimpse of the questions that capture the attention of teachers, the methodologies that they use to gather data, and the ways in which they make sense of what they find. The focus of these teachers' investigations into mathematics classrooms ranges from students' understanding of content to pedagogical changes to social issues. Underlying the chapters is the common goal of enabling students to develop a deep understanding of the mathematics they learn in their classrooms. By opening their analysis of their classroom practice to our inspection, these courageous teachers have invited us to think along with them and to learn more about our own teaching as a result. By sharing their work, they have given the mathematics education community an important opportunity. Everyone who reads this book-teachers, researchers, teacher-researchers, policy makers, administrators, and others interested in mathematics education-can learn from the findings and the light that they shed on issues important to mathematics education. This book, and the series of which it is a part, also provides the opportunity to step back and reflect on what can be learned about research from teachers who have engaged in the process. Areas of insight include: (a) the importance of collaboration and participation in communities that value research, (b) the potential of teacher research as a way to warrant teacher practice, (c) the power of video and other artifacts of teaching to support classroom inquiry, (d) connections between teaching and research, and (e) the publication process as professional development.

Teachers Engaged in Research

Author : Cynthia W. Langrall
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The goal of this series is to use teachers' accounts of classroom inquiry to make public and explicit the processes of doing research in classrooms. Teaching is a complex, multi-faceted task, and this complexity often is not captured in research articles. Our goal is to illuminate this complexity. Research that is done in classrooms by and with teachers is necessarily messy, and our stance is that the ways in which this is so should be articulated, not hidden. Through the chapters in this volume we learn about the questions that capture the attention of teachers, the methodologies they use to gather data, and the ways in which they make sense of what they find. Some of the research findings could be considered preliminary, others confirmatory, and some may be groundbreaking. In all cases, they provide fodder for further thinking and discussion about critical aspects of mathematics education.

Teachers Engaged in Research

Author : Joanna O. Masingila
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Through the chapters in this volume we learn about the research foci and/ or questions that these classroom teachers are interested in examining, the mathematics content through which they engaged their students in these explorations, the data sources they used to make sense of their focus and questions, and their roles in the research.

The Teacher s Guide to Research

Author : Jonathan Firth
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This accessible guide provides practical support on becoming research engaged and research active within the school and beyond. It explores the meaning of research and clarifies multiple types of research which lead to different views on ‘what works’, all whilst showing how to engage with the latest educational findings and how to conduct classroom-based research as part of career-long professional development. Divided into three parts, this book examines the various understandings of being ‘research-engaged’ and covers key issues such as: Finding and interpreting research How to apply and evaluate findings in reliable ways Planning and carrying out a classroom-based project Building a culture of research within a school Establishing local research networks Publishing work Illustrated with inspiring examples of how to these implement ideas in schools, The Teachers’ Guide to Research is perfect for practicing schools teachers, student teachers and educational leaders who are looking to expand their research knowledge and rekindle their professional curiosity.

Junior College Teachers of Science Engineering and Technology 1967 Experience and Employment Characteristics

Author : Surveys & Research Corporation
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Handbook of Research on Student Engagement

Author : Sandra L. Christenson
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For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.

Teachers Engaging in Action Research to Increase Learner Agency

Author : Dawn M. Childress
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This study is designed to explore the perceptions of teachers in a Northwest Arkansas urban elementary school context as they engage in design-based action research to increase learner agency. It is based on the Carnegie Project on Education Doctorate (CPED) framework that includes identifying a problem of practice and engaging in research to address the problem. A problem of practice was identified in this school setting by an incoming school principal following a principal that had been in the school for many years. The new principal, also the researcher in this study, recognized that there was a low level of learner agency among both students and teachers. Students were not tracking their own learning or setting goals. Teachers had a low level of teacher efficacy and were frustrated with the low level of student achievement and the low level of student motivation. To address this problem of practice, a design-based action research study was developed by the new principal and the new leadership team. At the time that research data was collected for this qualitative study, the teachers had been engaging in action research for eight months. This study will include interview data collected from all fifteen teachers that were willing to participate including all first through six grade teachers, a self-contained special education teacher, and two interventionists that had engaged in the design-based action research to increase learner agency. This study helped determine the next steps that should be taken in the cycle of inquiry in this school and serves as a resource for educational leaders that wish to address similar problems of practice.

Living the Questions

Author : Ruth Shagoury
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Teacher research is an extension of good teaching, observing students closely, analyzing their needs, and adjusting the curriculum to fit the needs of all. Ruth Shagoury and Brenda Miller Power present a framework for teacher research along with an extensive collection of narratives from teachers engaged in the process of designing and carrying out research projects to inform their instruction. --from publisher description.

Teaching as a Research Engaged Profession

Author : Tony McAleavy
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Increasingly, teachers and schools are becoming aware of the possibilities that becoming research-aware can bring. There is a small but powerful movement within the profession--in the UK and abroad--that has begun to integrate the fruits of research and the skills of the research practitioner into their own practice. But this transition from research consumer to research participant hasn't been without challenges. The quality of some wings of education research can sometimes be suboptimal, or poorly disguised rhetoric, leaving the educator with considerable confusion about which research is valuable and which a waste of time to pursue, or worse. The ecosystem of educational research is often more akin to a jungle than a laboratory, replete with predators in the form of vested interests and those with commercial and political agendas. This report confronts these challenges head on. Better still, it provides an invaluable roadmap for anyone embarking on a journey towards being more research informed, the better to negotiate the difficulties. Many people ask if it really is necessary for educators to be engaged in any way with research--after all, why should they? The short answer is that the world which we now inhabit is propelled by research, and teachers, however much they may dispute it, are as much a part of this as anyone else. Their assumptions and ideology will be informed by the research of others, even if they aren't aware of it. In such an environment, the only sane response is for the teaching profession to become as immune as possible to poor research, and ask as many intelligent questions as possible from those who would seek to benefit from their ignorance. And to become an articulate, informed and research-literate part of the ecosystem--for the benefit of all. [For the second report in this series, see ED574406. For the third report in this series, see ED574405.].

Reference and Research Library Needs in Michigan

Author : Nelson Associates, inc
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Journal for Research in Mathematics Education

Author :
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Junior College Teachers of Science Engineering and Technology 1967

Author : Surveys & Research Corporation
File Size : 53.97 MB
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Proceedings and Recommendations

Author :
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The Ethical Educator

Author : Susan E. Israel
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Directed to teachers engaged in research in the classroom, explores ethics in relation to teaching and teacher research and discusses how to integrate ethical standards into research to contribute to the profession.

The Quality of Teaching

Author : W. A. Gatherer
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Emphasis on improving quality through training and staff development.

Prospero

Author :
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Curriculum for Today s Boys and Girls

Author : Robert Sugg Fleming
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Readings for Teaching Science in Elementary and Middle Schools

Author : Rezba
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