Action For Curriculum Improvement
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Author | : Richard Sagor |
Publisher | : ASCD |
Total Pages | : 231 |
Release | : 2000-05-15 |
Genre | : Education |
ISBN | : 1416615903 |
Action research, explored in this book, is a seven-step process for improving teaching and learning in classrooms at all levels. Through practical examples, research tools, and easy-to-follow "implementation strategies," Richard Sagor guides readers through the process from start to finish. Learn how to uncover and use the data that already exist in your classrooms and schools to answer significant questions about your individual or collective concerns and interests. Sagor covers each step in the action research process in detail: selecting a focus, clarifying theories, identifying research questions, collecting data, analyzing data, reporting results, and taking informed action. Drawing from the experience of individual teachers, faculties, and school districts, Sagor describes how action research can enhance teachers' professional standing and efficacy while helping them succeed in settings characterized by increasingly diverse student populations and an emphasis on standards-based reform. The book also demonstrates how administrators and policymakers can use action research to bolster efforts related to accreditation, teacher supervision, and job-embedded staff development. Part how-to guide, part inspirational treatise, Guiding School Improvement with Action Research provides advice, information, and encouragement to anyone interested in reinventing schools as learning communities and restructuring teaching as the true profession it was meant to be.
Author | : Association for Supervision and Curriculum Development. Yearbook Committee |
Publisher | : Alexandria, Va. : Association for Supervision and Curriculum Development |
Total Pages | : 212 |
Release | : 1980 |
Genre | : Education |
ISBN | : |
Author | : James Henderson |
Publisher | : Routledge |
Total Pages | : 265 |
Release | : 2014-12-05 |
Genre | : Education |
ISBN | : 1317648765 |
Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum—curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currere—with John Dewey’s lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator? The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers’ personal journeys of understanding in a collegial study context. Applying William Pinar’s argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the field’s current ‘post-reconceptualist’ moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development.
Author | : Association for Supervision and Curriculum Development |
Publisher | : |
Total Pages | : 264 |
Release | : 1951 |
Genre | : Curriculum change |
ISBN | : |
Author | : Richard Sagor |
Publisher | : ASCD |
Total Pages | : 231 |
Release | : 2000 |
Genre | : Education |
ISBN | : 0871203758 |
Provides an explanation of what action research is, presents a rationale for engaging in action research, and describes the process of action research for improving teaching and learning in classrooms at all levels.
Author | : Albert I. Oliver |
Publisher | : HarperCollins Publishers |
Total Pages | : 412 |
Release | : 1977 |
Genre | : Education |
ISBN | : |
Author | : James McKernan |
Publisher | : Routledge |
Total Pages | : 261 |
Release | : 2007-08-07 |
Genre | : Education |
ISBN | : 1134124716 |
Curriculum and Imagination describes an alternative ‘process’ model for designing developing, implementing and evaluating curriculum, suggesting that curriculum may be designed by specifying an educational process which contains key principles of procedure. This comprehensive and authoritative book: offers a practical and theoretical plan for curriculum-making without objectives shows that a curriculum can be best planned and developed at school level by teachers adopting an action research role complements the spirit and reality of much of the teaching profession today, embracing the fact that there is a degree of intuition and critical judgement in the work of educators presents empirical evidence on teachers’ human values. Curriculum and Imagination provides a rational and logical alternative for all educators who plan curriculum but do not wish to be held captive by a mechanistic ‘ends-means’ notion of educational planning. Anyone studying or teaching curriculum studies, or involved in education or educational planning, will find this important new book fascinating reading.
Author | : James Henderson |
Publisher | : Routledge |
Total Pages | : 288 |
Release | : 2014-12-05 |
Genre | : Education |
ISBN | : 1317648757 |
Reconceptualizing Curriculum Development provides accessible, clear guidance on curriculum problem solving and educational leadership through the practice of a synoptic curriculum study. This practice integrates three influential interpretations of curriculum—curriculum as deliberative artistry, curriculum as complicated conversation, and curriculum as currere—with John Dewey’s lifetime work on reflective inquiry. At its heart, the book advances a way of studying as a way of living with reference to the question: How might I live as a democratic educator? The study guidance is organized as an open-ended scaffolding of three embedded reflective inquiries informed by four deliberative conversations. Study recommendations are provided by a carefully selected team. The field-tested study-based approach is illustrated through a multi-layered, multi-voiced narrative collage of four experienced teachers’ personal journeys of understanding in a collegial study context. Applying William Pinar’s argument that a "conceptual montage" enabling teachers to lead complicated conversations should be the focus for curriculum development in the field’s current ‘post-reconceptualist’ moment, the book moves forward the educational aim of facilitating a holistic subject/self/social understanding through the practice of a balanced hermeneutics of suspicion and trust. It closes with a discussion of cross-cultural collaboration and advocacy, reflecting the interest of curriculum scholars in a wide range of countries in this study-based, lead-learning approach to curriculum development.
Author | : Ronald C. Doll |
Publisher | : Allyn & Bacon |
Total Pages | : 500 |
Release | : 1982 |
Genre | : Education |
ISBN | : |
The Ninth Edition of "Curriculum Improvement" is comprehensive, unique, practical, and thought-provoking. Despite the problems it cites, the book offers a message of hope— that schools can help to solve society's problems by impressing upon children and youth that they can achieve and succeed if they act in doing what they know to be right and productive.
Author | : James McKernan |
Publisher | : Psychology Press |
Total Pages | : 292 |
Release | : 1996 |
Genre | : Action research in education |
ISBN | : 9780749417932 |
First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.