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Surviving and Thriving with Teacher Action Research

Reflections and Advice from the Field

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Edited By Heather Lattimer and Stacey Caillier

Action research can be a transformative learning experience that strengthens educators’ practice and empowers our voices. For the novice action researcher, however, it can sometimes be frustrating, isolating, and overwhelming. Surviving and Thriving with Teacher Action Research is an outstanding companion for educators embarking on the action research journey. The book shares the collected wisdom of more than thirty experienced teacher researchers. Designed to guide readers through the research process, the book is divided into five sections that reflect critical components of action research: developing a research question, designing a plan, engaging student voice, implementing the research process, analyzing data and sharing results. Relevant for both novice and seasoned action researchers, Surviving and Thriving is perfect for use in graduate education coursework, among professional learning communities, or by teachers embarking on action research independently. The text design, which includes introductory statements and guiding questions for each section, allows the book to stand alone as a guide for action research or it can serve as an outstanding complement to a more traditional, procedurally focused action research methods textbook.

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About the Contributors

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204 | about the contributors Frank Cornelissen is a research fellow at the University of California, San Diego and the University of Cambridge (U.K.). Previously, he worked in the field of education as an elementary school teacher, consultant, lecturer, researcher, and senior policy advisor of the Dutch Education Council. His master’s thesis on the supervision of teachers’ action research has been awarded the national master’s thesis award from the Association for Human Resource Develop- ment in the Netherlands. In the context of his Ph.D., Frank conducted a case study in one of the High Tech High Schools in San Diego. He explored how teachers who conduct action research develop, share, and use knowledge with their colleagues in school. Jennifer Edstrom is principal consultant at Edstrom Educational Consulting and a student teaching supervisor at the School of Leadership and Education Sci- ences at the University of San Diego. She conducted her action research in the form of Japanese Lesson and Learning Study in Cajon Valley School District in San Diego, California, while completing her M.Ed. at the University of San Diego. She has continued this research in conjunction with the University of San Diego and the San Diego Unified School District. Veronica Garcia is a research associate at the Mobile Technology Learning Cen- ter and Center for Education Policy and Law at the University of San Diego. She is also an adjunct professor with the Learning and Teaching Depart- ment in the School of Leadership and Education Studies at University of San...

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