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ERIC Number: ED512193
Record Type: Non-Journal
Publication Date: 2010
Pages: 200
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-978-1-4129-3975-1
Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K-12 Classroom
Stringer, Ernest T.; Christensen, Lois McFadyen; Baldwin, Shelia C.
SAGE Publications (CA)
This book demonstrates how teachers can use action research as an integral component of teaching and learning. The text uses examples and lesson plans to demonstrate how student research processes can be incorporated into classroom lessons that are linked to standards. Key features of this book are: (1) Guides teachers through systematic steps of planning, instruction, assessment, and evaluation, taking into account the diverse abilities and characteristics of their students, the complex body of knowledge and skills they must acquire, and the wide array of learning activities that can be engaged in the process; (2) Demonstrates how teacher action research and student action learning--working in tandem--create a dynamic, engaging learning community that enables students to achieve desired learning outcomes; and (3) Provides clear directions and examples of how to apply action research to core classroom activities: lesson planning, instructional processes, student learning activities, assessment, and evaluation. Chapters of this book include: (1) Action Research in Teaching and Learning; (2) Learning Theory; (3) Lesson Planning; (4) Instruction: Facilitating Student Learning; (5) Action Learning: Accomplishing Objectives, Outcomes, and Standards; and (6) Assessment and Evaluation. This book also contains: Preface; Acknowledgments; Appendix. Case Examples; References; Index; and About the Authors.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A