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Edited by: Deborah Roberts, Claire Bove, and Emily H. van Zee
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$12.96 - Member Price
$15.95 - Nonmember Price
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http://www.nsta.org/store/product_detail.aspx?lid=amzn&id=10.2505/9781933531137 15.95 Teacher Research: Stories of Learning and Growing http://www.nsta.org//images/products/shrinked/140/PB214X.gif
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Details
| Type of Product: | NSTA Press Book (also see downloadable PDF version of this book) |
| Publication Date: | 7/1/2007 |
| Pages: | 161 |
| Stock Number: | PB214X |
| ISBN: | 978-1-93353-113-7 |
| Grade Level: | Elementary School, Middle School, High School |
| Read Inside: | Read a sample chapter: How Can Playing With a Motion Detector Help Children Learn to Write Clear Sequential Directions? |
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
[Read the full review] |
Description
Think you don’t have time to do research? How about professional growth—think that’s out of reach? Let your peers take you on their journeys and inspire you through their stories in Teacher Research. You will gain insight into teacher research—the kind that can take place when you reflect on how one question is leading to another, or on a colleague’s observation that offers a different lens through which to view the classroom, or on a conversation with a student that sheds light on classroom performance issues.
The editors don’t define research rigidly, and the book reads more like a journal than a research report. The chapter authors range from first-year elementary teachers to doctoral candidates. But, even when the authors have not set out to do formal research, they come to see that they’re engaging in exploration that can bring the same insights into better teaching that more formal research provides. They ask questions about practice, collect evidence, make sense of the evidence, and share conclusions.
The book is organized into three sections:
• Part I includes four examples of research in progress by teachers who write to inform their thinking about aspects of integrating science and literacy learning.
• Part II presents inquiries about science learning and teaching at a variety of grade levels.
• Part III features authors who reflect on the process of researching while teaching.
If you’re a science teacher, this collection will show you the paths that others like you have found to deepen their understanding of the philosophy and practice of teacher research. If you’re a science-teacher educator, it will give you examples to share about the many ways in-service teachers can conduct inquiry into their own work. Either way, Teacher Research provides a memorable passage into what its subtitle promises: learning and growth.
Additional Info
| Intended User Role: | Administrator, Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, Professional Development Provider, Teacher |
| Educational Issues: | Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Equity, Inquiry learning, Instructional materials, Learning theory, Professional development, Teacher preparation, Teaching strategies |
Contents
Part I: Integrating Science and Literacy Learning
Chapter 1: How Can Playing With a Motion Detector Help Children Learn to Write Clear Sequential Directions?
Kathleen Hogan
Chapter 2: Reading, Writing, Comprehension, Confidence—Achieved in Science Contexts
Elizabeth Kline
Chapter 3: Fourth-Grade Scientists Investigate Electric Circuits
Trisha Kagey Boswell
Chapter 4: Understanding Condensation
Monica Hartman
Part II: Ongoing Studies of Learning and Teaching in Science Contexts
Introduction
Chapter 5: Jonathan
Ellen Franz
Chapter 6: When Students Don't Talk: Searching for Reasons
Mary Bell
Chapter 7: Evolving Ethical Perspectives in an Eighth-Grade Science Classroom
Matthew Ronfeldt
Chapter 8: Student Teaching as Collaboration
Claire Bove and Matthew Reider
Part III: Reflections on Researching While Teaching
Chapter 9: Collaborative Conversations and Intentional Reflections on Teaching and Learning Physics
Dorothy Simpson
Chapter 10: Becoming a Teacher Researcher: Giving Space, Finding Space
Christopher Horne
Chapter 11: Teachers Supporting Teachers in Learning
Diantha Lay
Chapter 12: TEAM Connections: Four Teachers' Journeys Into Action Research
Judy Fix, Norma Fletcher, Dianne Johnson, and Janet Siulc
Chapter 13: Learning About Motion: Fun for All!
Deborah Roberts
Chapter 14: Reflections on Fostering Teachers' Inquiries Into Science Learning and Teaching
Emily van Zee
Index
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National Standards Correlation
This resource has 14 correlations with the National Standards.
[HIDE CORRELATIONS]
- Process Standards for Professional Development
- Evaluation
- Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards . (NSES)
- Research-Based
- Prepares educators to apply research to decision making. (NSDC)
- Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. (NSES)
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
- Design
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Learning
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
- Collaboration
- Collaboration among the people involved in programs, with clear respect for the perspectives and expertise of each. (NSES)
- Encourage and support teachers in efforts to collaborate. (NSES)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science guide and facilitate learning. In doing this, teachers
- Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
- Focus and support inquiries while interacting with students.
- Teachers of science engage in ongoing assessment of their teaching and of student learning.
- Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.
- Teachers of science actively participate in the ongoing planning and development of the school science program.
- Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues.
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