“This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples.”—Kejing Liu, Shawnee State University

Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method.

Key Features:

Discusses how to build a school research culture through collaborative teacher research; Delineates the role of the professional development school as a venue for constructing a knowledge democracy; Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process; Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies

The Disconnection between Educational Research and Practice: The Case for Teacher Action Research

The Disconnection between Educational Research and Practice: The Case for Teacher Action Research

The disconnection between educational research and practice: The case for teacher action research

What impact does educational research have on individual classroom teachers and their students? To what degree does educational research make a positive difference in the lives of teachers and their students? To what extent does educational research affect teaching and learning? In this chapter, I attempt to address these questions by examining and distilling nearly 40 years of professional literature dealing with the relationship between educational research and practice. In examining that relationship, I conclude this chapter by arguing that teacher action research must play a prominent role in making research work to affect teaching and learning and to transform ...

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