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

Instruction: Facilitating Student Learning

Instruction: Facilitating student learning

This chapter uses an action research routine to assist teachers to keep track of the complex processes of instruction. It first describes three central issues that need to be taken into account as teachers instruct their students

  • Student engagement: Suggesting how to move students from an attitude of resistance and apathy to one of interest and excitement
  • Prior knowledge: Identifying what students know and can do, derived from their natural capacities and their socially learned knowledge
  • Domains of knowledge: Describing the cognitive, affective, and psychomotor objectives to be incorporated into lessons

It then shows how the Look–Think–Act action research routine can assist teachers to enhance their instruction

  • Observing student activities and performance—observing and talking (Look)
  • Checking student activities and performance—analyzing and assessing (Think)
  • Affirming ...
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