Action Research for Teacher Candidates: Using Classroom Data by Robert P. Pelton

By Robert P. Pelton

Lecturers are the only most vital aspect in supporting each baby reach tuition. motion examine for instructor applicants has been written within the hopes of equipping teachers-in-training with the talents wanted for motion learn: a approach that results in centred, potent, and responsive recommendations that aid scholars prevail. Robert P. Pelton can be the writer of creating school room Inquiry paintings: innovations for potent motion study, that is designed to serve those that desire to delve deeper into their motion study or as leaders in instructor examine and reflective perform. those books function either an ideal education curriculum for pre-service lecturers on the undergraduate or graduate point and as a superb car for pro improvement for in-service lecturers.

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Not all educators know and understand what action research entails, or even the steps involved. Be sensitive to the fact that action research is relatively new and some educators may be unfamiliar with this approach. Remember, the action research model emphasizes the concept of mutual collaboration. On the one hand, the educational community has a responsibility to provide you with multiple resources to utilize in the process. On the other hand, you have a responsibility to the educational community, and that means communicating how you are conducting your action research.

You will become efficient at meeting your students’ immediate needs and effective in any environment in which you teach. Responsive teaching is a positive and productive habit of exemplary teachers; it is a skill set that can be developed by doing action research. Ensuring a Successful Action Research Project Before we continue, a word of caution is in order. Not all educators know and understand what action research entails, or even the steps involved. Be sensitive to the fact that action research is relatively new and some educators may be unfamiliar with this approach.

Teacher-Made Tests and Grading Rubrics You are probably looking at the heading for this section thinking that we already covered this under student and teacher documents . . and you are right when you are focused on the qualitative elements of these documents. However, much of the information typically garnered from tests, quizzes, and rubric scores is numerical and, therefore, quantitative. For the most part, the documents themselves do not determine which kind of data source you capture. Instead, you decide whether to capture and reflect on the qualitative elements or to focus instead on elements such as the number or percentage of correct items, rubric scores for particular elements of an assignment, or other quantitative elements.

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