Teacher Research: Stories of Learning and Growing

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Deborah Roberts, Claire Bove, Emily van Zee
NSTA Press, 2007 - Education - 161 pages
"Think you don't have time to do research? How about professional growth--think that's out of reach? Let your peers take you on their journeys and inspire you through their stories in Teacher Research. You will gain insight into teacher research--the kind that can take place when you reflect on how one question is leading to another, or on a colleague's observation that offers a different lens through which to view the classroom, or on a conversation with a student that sheds light on classroom performance issues. The editors don't define research rigidly, and the book reads more like a journal than a research report. The chapter authors range from first-year elementary teachers to doctoral candidates. But, even when the authors have not set out to do formal research, they come to see that they're engaging in exploration that can bring the same insights into better teaching that more formal research provides. They ask questions about practice, collect evidence, make sense of the evidence, and share conclusions."--Publisher's website.
 

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Page 17 - Teaching Standard E Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning.
Page xxi - ... present so that pupils will make the responses which cannot help having learning as their consequence. The pupil's mind is no longer to be on study or learning. It is given to doing the things that the situation calls for, while learning is the result. The method of the teacher, on the other hand, becomes a matter of finding the conditions which call out self-educative activity, or learning, and of cooperating with the activities of the pupils so that they have learning as their consequence.
Page 7 - TEACHING STANDARD D: Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science.
Page 7 - TEACHING STANDARD E: Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning.

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