Action Research in the Classroom

Helping Teachers Assess and Improve their Work

Mary Ann Jacobs and Bruce S. Cooper

Action Research in the Classroom: Helping Teachers Assess and Improve their Work guides teacher-researchers through the process of using action research in their practice to improve students’ learning and teachers’ teaching. The book uses actual classroom examples to assist aspiring, new, and veteran teachers and those who support them (administrators, department chairpersons, and mentors) in using a six-step process L.E.A.D.E.R. to successfully accomplish and share research conducted by actual classroom teachers. Each step in the L.E.A.D.E.R. process -- (1) L=Look at the Problem, (2) E=Examine what we know; (3) A=Acquire knowledge of school problem-solving; (4) D=Devise a plan for improvement; (5) E=Execute the plan; and, (6) R=Repeat steps and processes as needed -- can guide teachers, administrators, and even parents – and students – in solving their own problems and improving their learning and teaching.

Rowman & Littlefield Publishers

Pages: 190 • Trim: 6⅜ x 9½

978-1-4758-2093-5 • Hardback • April 2016 • $93.00 • (£72.00)

978-1-4758-2094-2 • Paperback • April 2016 • $48.00 • (£37.00)

978-1-4758-2095-9 • eBook • April 2016 • $45.50 • (£35.00)

Subjects: Education / Reference, Education / Professional Development

Action Research in the Classroom

Helping Teachers Assess and Improve their Work

Hardback

Paperback

eBook

Summary

Action Research in the Classroom: Helping Teachers Assess and Improve their Work guides teacher-researchers through the process of using action research in their practice to improve students’ learning and teachers’ teaching. The book uses actual classroom examples to assist aspiring, new, and veteran teachers and those who support them (administrators, department chairpersons, and mentors) in using a six-step process L.E.A.D.E.R. to successfully accomplish and share research conducted by actual classroom teachers. Each step in the L.E.A.D.E.R. process -- (1) L=Look at the Problem, (2) E=Examine what we know; (3) A=Acquire knowledge of school problem-solving; (4) D=Devise a plan for improvement; (5) E=Execute the plan; and, (6) R=Repeat steps and processes as needed -- can guide teachers, administrators, and even parents – and students – in solving their own problems and improving their learning and teaching.

Details

Rowman & Littlefield Publishers

Pages: 190 • Trim: 6⅜ x 9½

978-1-4758-2093-5 • Hardback • April 2016 • $93.00 • (£72.00)

978-1-4758-2094-2 • Paperback • April 2016 • $48.00 • (£37.00)

978-1-4758-2095-9 • eBook • April 2016 • $45.50 • (£35.00)

Subjects: Education / Reference, Education / Professional Development

Author

Sr. Mary Ann Jacobs, Ed.D. is an Assistant Professor in the School of Education at Manhattan College in Riverdale, NY. She prepares education majors to become teachers for middle and high school students. Her research interests include STEM education, brain compatible instruction, and effective middle schools.

Bruce S. Cooper is Professor Emeritus at Fordham University, Graduate School of Education. His interests have long been in private and religious schools, their growth, policies, and government support. A popular book of his is Home Schooling in Full View.

Table of Contents

Preface
PART I. UNDERSTANDING THE PROCESS
Chapter 1: Improving Teacher Preparation and Practices
Chapter 2: Understanding Teachers and Improving Life in the Classroom
Chapter 3: Principals’ Role in Supporting Research & Improving Practices for New Teachers
PART II. SIX STEPS IN THE PROCESS OF L.E.A.D.E.R.
Chapter 4: Building a Program for Teachers and Students: Six Steps to Becoming a Classroom L.E.A.D.E.R.
Chapter 5: Looking at the Problem
Chapter 6: Examining What’s Known
Chapter 7: Acquiring New Knowledge through Action Research
Chapter 8: Devising Plans for School Improvement: Action Research in Action
Chapter 9: Executing & Evaluating the PLAN: How to Start and Make It Work
Chapter 10: Repeating the Steps as Needed: Helping Teachers Implement Change and Share Findings
PART III. PRACTICAL APPLICATIONS OF ACTION RESEARCH
Chapter 11: Samples and Examples of Action Research
Chapter 12: RESEARCH on the RESEARCH: What Works in Action Research & What Pitfalls to Avoid
Testimonials
About the Authors

Reviews

Action Research in the Classroom: Helping Teachers Assess and Improve their Work clearly delineates the difference of research in education and action research conducted by educators in the classroom. The creation of the six-step process (L.E.A.D.E.R.) provides a foundational approach to conducting action research. The anecdotal examples in the book are not only delightful but also provide insight into how easy and effective action research can be following L.E.A.D.E.R. I believe Action Research in the Classroom: Helping Teachers Assess and Improve their Work should become part of the canon of texts that teacher aspirants should read and then keep on their desks as new and developing teachers.
— Karen P. Fasanella, EdD, Associate Dean for Academic Success and Associate Professor Felician College – Lodi, NJ

Insightful and compelling research which provides a framework for leadership to strengthen the multifaceted relationship between principal and teacher. A principal’s guide on how to advance student growth and create a culture of trust among all stakeholders - teachers, students, parents, and staff alike. Action Research in the Classroom: Helping Teachers Assess and Improve their Work is amust read for all new principals.
— Barbara Zito, principal, St. Philip Preparatory School, Clifton, NJ; 2015 NCEA Distinguished Principal Nominee

Educators and administrators are empowered with tools of analysis and implementation to conduct informative research following the steps of L.E.A.D.E.R. This workneeds to be in the hands (not on a shelf ) of all school leaders determined to be partners in creating a climate of collaborative problem-solving that foster student learning and teacher improvement.
— Donna L. Tully, M.Ed., 7th/8th grade math teacher, Barre City Middle School, Vermont

Through reflective practice, this insightful research provides undergraduate students with the tools and guidance to improve teaching even before we step into our own classrooms. Action Research in the Classroom provided me with the framework to become reflective, observant, introspective - the educator that I wish to become.
— Emily Ude, student teacher, Manhattan College, Riverdale, NY