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Extensively revised, this new edition provides the theoretical underpinnings of practitioner action research as well as the "how-to" information necessary for classroom application.

• Sales Rank: #373449 in Books
• Brand: Corwin
• Published on: 2007-03-01
• Original language: English
• Number of items: 1
• Dimensions: 8.85" h x .67" w x 6.16" l, .93 pounds
• Binding: Paperback
• 272 pages

Features

• A "Getting Started" chapter on initial issues and considerations
• More advice on crafting the research question and research design
• Up-to-date information on political and ethical considerations
• New examples of practitioner action research studies
• A focus on promoting equity and social justicePacked with updated examples to help orient the reader,

Review

"A highly accessible and informative book that can be used both with K–12 educators and university graduate students. Provides very useful examples of what action research looks like when carried out in schools."

(Ken Zeichner, Hoefs-Bascom Professor of Teacher Education 2006-08-25)

"This text should be read by all teachers and school leaders who care about empowering students and communities through action research." (Ruth Johnson, Professor, California State University, Los Angeles 2006-09-08)

About the Author

Gary L. Anderson is a professor in the Department of Administration, Leadership, and Technology in the Steinhardt School of Culture, Education, and Human Development, New York University. He is a former teacher and high school principal. He has written numerous articles on action research with co-author Kathryn Herr as well as articles and books on educational policy and leadership. He is the author of Advocacy Leadership: Toward a Post-reform Agenda (Routledge).

Kathryn G. Herr is a faculty member in the College of Education and Human Services at Montclair State University in Montclair, New Jersey.  She is co-author of the book Studying Your Own School: An Educator’s Guide to Qualitative Practitioner Research (Thousand Oaks, CA: Corwin Press, 1994). She is also Editor of the interdisciplinary journal Youth and Society. Her professional background is in Social Work and Education.

Most helpful customer reviews

1 of 1 people found the following review helpful.
An accessible, easy to use text
By K. Simon
Anderson, et al, create an accessible, realistic view of what it is to be a practitioner-researcher in schools today. This text is easy to use and provides useful examples and scenarios.

0 of 0 people found the following review helpful.
Great shape
By Amazon Customer
Book was exactly what I needed.

0 of 0 people found the following review helpful.
easy to read
By cjskey
This book is ok. easy to read.

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Combining theory with classroom research, this research-based handbook clearly illustrates how teachers can effectively use six critical strategies to enhance students' reading comprehension.

• Sales Rank: #3646455 in Books
• Brand: Corwin
• Published on: 2007-03-28
• Original language: English
• Number of items: 1
• Dimensions: 9.93" h x .43" w x 7.12" l, .83 pounds
• Binding: Paperback
• 176 pages

Features

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• Includes ready-to-use lessons that are easily adaptable and aligned with NCLB and NCTE standards
• Provides real-life case studies illustrating classroom application
• Uses hands-on activities and visual aids such as anchor charts, sketches, treasure chests and
• Title - Comprehension Strategies for Your K-6 Literacy Classroom

Review
"The authors demonstrate excellent pragmatic examples for new and veteran teachers as they guide students through six stages of comprehension strategies. Definitely raises the bar for student comprehension strategies." (Sue Morgan, Special Education Coordinator 2006-02-11)

"This book provides teachers with specific instructional strategies designed to make students independent, thoughtful readers. Using these well-defined techniques will help students 'pack, repack, and reorganize' information in an efficient and meaningful way that will surely bring students to an optimal level of comprehension." (Marcia M. Talkovich, Program Specialist 2006-02-13)

"A resource unlike any I have encountered in my career.  Both novice and experienced teachers will use this book to aid instruction and maximize their students' reading comprehension." (Jonathan Hart, Third-Grade Teacher 2006-01-01)

"Focused and practical. The authors present a solid instructional model based on years of research. This book provides teaching tactics to help teachers, particularly those new to the profession, imagine how comprehension strategy instruction might actually look and sound in the elementary classroom." (From the Afterword by Ellin Keene 2006-09-18)

"Invites readers on a meaningful adventure into classrooms where children actively think. Successfully brings comprehension strategy instruction to life through explicit frameworks for literacy instruction, authentic classroom examples, and high-quality instructional resources for K–6 teachers."
(From the Foreword by Debra A. Miller 2006-09-29)

About the Author
Divonna M. Stebick, M.S. Reading, is an instructor of Reading and Language Arts methods and assessment at Gettysburg College. She also provides staff development and consultation to school districts and universities. Previously, Divonna spent a number of years in the Carroll County Public School System in Carroll County, Maryland. She served as a classroom teacher and an Integrated Language Arts Specialist / Staff Developer. Contact information is available at her web site: http://www.divonnastebick.com.

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The Handbook on Communicating and Disseminating Behavioral Science assembles for the first time in a single volume research, scholarship and practices from across relevant disciplines and professions to give a coherent picture for both students in the classroom and scholars.  Designed as both a text and a handbook, it provides insights into the main actors, contemporary themes and approaches, key challenges, and the broader conditions that influence whether and how the work occurs. Contributors include: behavioral scientists; journalism and communication scholars; mass media reporters, editors and producers from print, television and radio; representatives of think tanks and advocacy organizations; and professional communicators from a university, a scientific society, and a national social issue campaign. All bring an accomplished record of sharing behavioral science to inform policy, mass media, service professions, and the public.

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• Sales Rank: #4516343 in Books
• Published on: 2007-10-03
• Original language: English
• Number of items: 1
• Dimensions: 9.50" h x 6.75" w x .75" l, 1.73 pounds
• Binding: Paperback
• 472 pages

About the Author
Melissa Welch-Ross (Ph.D., University of Florida) is Associate Professor of Psychology at George Mason University, where she joined the faculty in 2005 after holding federal government positions responsible for stimulating new research to bridge basic and applied science and applying existing research to practices and policies in early childhood education.

Lauren G. Fasig (Ph.D. & J.D., University of Florida) is Assistant Professor of Psychology at the University of Florida.  She was founder and director of the Office of Policy and Communication for the Society for Research in Child Development, where she conducted the communications and dissemination activities of the society, including press relations, media activities, Congressional outreach and education, and media and advocacy training for the SRCD membership.

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