Lisa M. Bell, Jill M. Aldridge

Student Voice, Teacher Action Research and Classroom Improvement (eBook, PDF)

• Format: PDF

Produktbeschreibung

The issue of teacher quality is increasingly seen as being central to education policy development and this emphasis highlights the role teacher professional development plays in improving teacher effectiveness and the quality of learning in the classroom. This book describes a large-scale research program which investigated the feasibility of using student perceptual measures as the basis for teacher development and classroom improvement. The book describes how teachers’ use of the student feedback, as part of an action-research process, was used to guide improvements to their respective classrooms which in turn provided them with increased opportunities for teacher development and growth. In addition to this, it reports the efforts of one school which purposefully linked the involvement of their teachers to their school improvement initiatives. This book would be of interest to a range of audiences including researchers, teachers and school leaders. Its attractions include its far-reaching implications for educational systems concerning the ways in which student feedback can be used to facilitate teacher development and growth. The book also reports the use of a multi-method research design in which quantitative and qualitative methods were successfully employed simultaneously within two concurrent and interrelated investigations.

Produktdetails

• Verlag: Sense Publishers
• Erscheinungstermin: 4. November 2014
• Englisch
• ISBN-13: 9789462097766
• Artikelnr.: 43605206

Inhaltsangabe

List of Figures; List of Tables; Chapter 1: Introduction; The Issue of Teacher Quality; School and Teacher Effectiveness; Teacher Professional Development and Professional Growth; Teacher Action Research; Teacher Reflection; Learning Environments Research; History of the Field of Learning Environments; Students’ Attitudes and Self-Beliefs; Assessing Students’ Attitudes; Assessing Students’ Self-Efficacy Beliefs; Design and Methods; Research Design Sample; Phases of Data Collection; Instruments Used for Data Collection Assessing Students’ Perceptions of the Learning Environment; Assessing Students’ Attitudes and Self-Efficacy Beliefs; Qualitative Data Collection; Structure of the Book; Chapter 2: Students’ Voices: Assessing the Learning Environment, Students’ Attitudes and Self-Beliefs; Assessing the Learning Environment; The Relationship Dimension; The Assessment Dimension; The Delivery Dimension; Assessing Students’ Attitudes and Academic Self-Beliefs; Attitude to Subject; Academic Efficacy; Validation of the Instruments; Translation Validity of the COLES and ASBS; Criterion-Related Validity; Reliability and Validity of the ASBS; Chapter Summary; Chapter 3: Using Student Perception Data to Guide Teacher Action Research; Overview of the Teacher Development Activity; Step One: Assessing the Learning Environment; Step Two: Providing Feedback; Step Three: Reflection and Discussion; Step Four: Intervention; Step Five: Re-assessment; Pre–Post Changes in Students’ Perceptions of Their Classroom Learning Environments; Pre–Post Changes: Whole Sample; Pre–Post Changes: Comparing Reflection-Only and Focus Teachers; Using Student Perception Data to Guide Improvements to the Classroom Learning Environment; Teacher Action Research; Interpretative Discussion; Teacher Action Research Based on Students’ Perceptions as Professional Development; Chapter Summary; Chapter 4: Student Perception Data, Teacher Action Research and School Improvement; Using TeacherAction Research as Part of Initiatives for School Improvement; Maggie’s Story; Monitoring the Success of School-Level Initiatives; Chapter Summary; Chapter 5: Discussion, Limitations and Future Directions; Development, Validity and Reliability of the Coles and the ASBS; Pre–Post Changes in Students’ Perceptions of the Learning Environment; Using Student Perception Data as the Basis for Teacher Action Research; Teacher Action Research Based on Student Perception Data as Professional Learning; Teacher Action Research and School Improvement; Limitations of the Study; Contributions of the Study; Future Research ; Concluding Comments; Appendix 1 – Constructivist-Oriented Learning Environment Survey (COLES); Appendix 2 – Attitudes and Self-Belief Survey (ASBS); Appendix 3 – Teacher Evaluation Form; Appendix 4 – Guide to Using the Data as Part of Action Research; Appendix 5 – Teacher Planning Sheet (Example); Appendix 6 – Written Report Template; References.