Helping teachers engage K–12 students as participatory researchers to accomplish highly effective learning outcomes

Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K–12 Classroom 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

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; 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; 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

Learning Theory

Learning theory

The purpose of this chapter is to provide greater understanding of the complexity of student learning processes. It signals the wide range of factors teachers must take into account in their classroom teaching. Insights are drawn from the following theoretical perspectives:

  • Cognitive and developmental theories that focus on
    • Ways information is processed, learned, and transferred
    • Learner adaptation
    • Stages of development of knowledge dispositions (Piaget)
    • Social learning theory (Vygotsky)
    • Inquiry, problem solving, and discovery that change learner cognitive structures (Bruner)
    • Multiple intelligences through which humans process information (Gardner)
    • Brain theory and its focus on biological propensity (Caine and Caine)
  • Social learning theory that focuses on social imitation and observation (Bandura)
  • Inquiry learning that focuses on learning through problem solving within the social world of the learner (Dewey)
  • Postmodern perspectives that highlight the need to ...
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