Action Research in the Classroom

Reviews / Votes

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