Literaturnachweis - Detailanzeige
| Sonst. Personen | Tanner, Michael (Hrsg.) |
|---|---|
| Institution | Northern Arizona Univ., Flagstaff. Center for Excellence in Education. |
| Titel | Classroom Research by Classroom Teachers, 1992. |
| Quelle | 2 (1992), (168 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Action Research; Classroom Research; Classroom Techniques; Educational Research; Educational Researchers; Elementary Secondary Education; Experiments; Professional Development; Research Projects; Teacher Participation; Teacher Role; Teachers; Teaching Methods |
| Abstract | This volume celebrates teachers as life-long learners of the art of teaching, by presenting 21 action research studies designed and implemented by classroom teachers. A "How To Get Started" section outlines action research steps and offers worksheets. Descriptions of the research studies begin with ethnographic studies, which include "Adopt a Whale" (Connie Miles); "Teaching SQR to High School Students" (Shelley Bunch); "Using Computers with High and Low Readers" (Lori Dahl); "Mnemonics in the Biology Classroom" (Steven Gianelli); and "Breaking the Cycle of Frustration" (Lynn Reesman). Descriptive studies focus on reading aloud to increase interest in reading, effects of a buddy reading/writing strategy, effects of 'Math Their Way,' reading aloud and story mapping to improve students' writing, difference between student reading strategies in basals and tradebooks, relationship between spelling mastery and reading achievement, improving classroom atmosphere, sentence combining instruction, effect of prewriting on writing, effect of a three level guide on sixth graders' comprehension of text, free writing versus teacher-directed writing, and impact of highlighting on comprehension. Experimental studies included: "What Effect Will Inventive Spelling Have on Kindergarten Children's Learning To Read?" (Mary Coyne); "Can Student Retention of Vocabulary Be Influenced by Pre-Reading Activities?" (Jane Peacock); "The Interactive Inquiry Approach to Teaching Vocabulary" (Leanne Fernald); and "Will Teaching Activities for Language Knowledge (TALK) Improve Students' Language Skills?" (Sherri Hochstettler). (JDD) |
| Anmerkungen | Northern Arizona University Reprographics, Box 5774, Flagstaff, AZ 86011 ($13). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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