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Type
Teacher Research : Integrating Action, Observation, and Reflection
Author/contributor
Title
Teacher Research : Integrating Action, Observation, and Reflection
Volume
8
Issue
2
Date
Spring, 2015
Series Title
LEARNing Landscapes
Language
en
Rights
You are not authorized to use or reproduce this work for any commercial purpose or to further distribute, perform, or alter works in any way without express permission of the owner of the copyright or proxy.
Extra
Number of pages: 362
Notes
Article titles:
- Statement of purpose
- Review board
- Editorial
- Being hospitable to teacher research: A challenge for the academy
- Living your values in your practice
- The importance of generating middle leading through action research for collaborative learning
- Inquiry-based teacher learning for inclusivity: Professional development for action and change
- A candid look at teacher research and teacher education today
- More than hoop jumping: Making accreditation matter
- Researching from buried experiences: Collaborative inquiry with Asian American youth
- Unlearning to be the teacher: Findings from an action research study
- A tale of two teachers: Learning to teach over time
- Teacher research and adult learning in music education
- Do not go gentle into practitioner inquiry
- Understanding inquiry as stance: Illustration and analysis of one teacher researcher’s work
- Teacher research as self-study and collaborative activity
- Utilizing retrospective miscue analysis strategies with fifth grade readers: Focus on comprehension
- Teachers and parents: Learning from each other through home visits
- Empathy in the English classroom: Broadening perspectives through literature
- Responding to uncertainty: Teacher educator professional development through co-teaching and collaborative reflection
- Burrowing into female teachers’ temporal constraints experienced in the midst of the research process
- Opening up to student voice: Supporting teacher learning through collaborative action research
- Twitter in a bachelor of education course: Student experiences
- “Roots and routes”: Professional educators’ transformative insights into the linguistic and experiential worlds of generation 1.5 language
- Minority students
Citation
Leading English Education and Resource Network (LEARN). “Teacher Research : Integrating Action, Observation, and Reflection” 8, no. 2. LEARNing Landscapes (Spring 2015).
Subject
Geographical area
Type
Contributing CKOL partner
Link to this record
Partenaire participant à la BOSC lié à cette ressource
![Logo de Leading English Education and Resource Network (LEARN)](/fr/lib/download/JGD5KBTD/LEARN.png)
Leading English Education and Resource Network (LEARN)
Fondation :
2005
Public cible :
Secteur de l’éducation en anglais (éducateurs, élèves, parents, centres scolaires communautaires) du Québec
Site Web :
https://www.learnquebec.ca/fr/home
Activités :
Promotion de l’enseignement en anglais; tutorat en ligne; création de ressources pour les enseignants et les élèves; ateliers sur le rôle parental; santé mentale et exercices; formation à l’enseignement; développement des centres scolaires communautaires du Québec et soutien
Ancien nom :
LEARN a été fondé en juillet 2005 après la fusion de trois organismes.