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Making a Difference: Action Research in Middle Level Education (Hc)

Making a Difference: Action Research in Middle Level Education (Hc)

Making a Difference: Action Research in Middle Level Education (Hc) Hardback - 2005

by Micki M. Caskey (Editor)

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Hardcover. New. New Book; Fast Shipping from UK; Not signed; Not First Edition; Volume V explores action research in middle grades education, highlighting how educators use it to effect positive change. It examines various contexts and configurations, including individual and collaborative approaches, to gain insig
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Details

  • Title Making a Difference: Action Research in Middle Level Education (Hc)
  • Author Micki M. Caskey (Editor)
  • Binding Hardback
  • Edition illustrated edit
  • Condition New
  • Pages 320
  • Volumes 1
  • Language ENG
  • Publisher Information Age Publishing
  • Publication date 2005-06-01
  • Illustrated Yes
  • Features Bibliography, Illustrated, Index
  • Bookseller's Inventory # ria9781593113575_inp
  • ISBN 9781593113575 / 1593113579
  • Weight 1.38 lbs (0.63 kg)
  • Dimensions 9.21 x 6.14 x 0.75 in (23.39 x 15.60 x 1.91 cm)
  • Category Education / Teaching
  • Library of Congress subjects Educational change - United States, Action research in education - United States
  • Library of Congress Catalogue Number 2005013192
  • Dewey Decimal Code 373.236
  • Quantity available 632

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From the publisher

Volume V of The Handbook of Research in Middle Level Education highlights action research in middle grades education. As a method of inquiry, action research compels educators to take action and think reflectively about those actions in order to effect positive educational change (Mills, 2000). Teachers, administrators, university professors, and other professionals conduct action research in different ways to examine classroom practices and school issues. Educational action researchers initiate their inquiries in various contexts: alone, in small peer teams, or larger faculty groups (Zeichner, 2001). Using individual and collaborative approaches, educators gain insights into teaching and learning processes. As evidenced throughout this volume, action research in the middle grades occurs in a variety configurations. This volume examines the dynamic ways that preservice and inservice teachers, school administrators, university faculty, and educational consortia use

action research.

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