’The most important work of the school leader is to promote profound levels of learning in students and faculty, but only principals who know how to promote their own learning on the job can foster the learning of others. Here′s how!’
—Roland S. Barth, Founding Director
Harvard Principals′ Center
’Finally, a book for administrators that validates their role in the area of action research! All administrator preparation programs should use this book.’
—Margarete Couture, Principal
South Seneca Central School District, Interlaken, NY
Become the 'head learner’ in your school by engaging in action research!
While much has been written about the effectiveness of action research for improving the practice of teachers, few resources exist for leading principals through the process to strengthen their professional development and their role in school improvement efforts.
Best-selling and award-winning author Nancy Fichtman Dana guides principals in identifying and exploring areas of interest for research, including staff development, curriculum development, individual teachers, community/culture building, leadership skills, building management, and school performance. With a step-by-step approach, this resource:
- Helps principals develop a question, collect and analyze data, and share the results of their inquiry with school faculty, the district, and the broader education community
- Includes numerous examples of actual principal inquiry to illustrate each step of the research process
- Provides exercises to guide principals through their own inquiry projects
Use this proven method of professional development to continually cultivate your craft and improve school performance!
Spis treści
List of Figures and Tables
Foreword by Michael Fullan
Preface
Acknowledgments
About the Author
1. Administrator Inquiry Defined
What Is Administrator Inquiry?
How Is Administrator Inquiry or Action Research Different From Traditional Educational Research?
What Is the Relationship Between Administrator Inquiry and Principal Professional Growth?
What Are the Benefits of Engaging in Inquiry?
How Do I Find Time to Engage in Inquiry as a Principal?
What Are Some Contexts That Are Ripe for Principal Inquiry?
Chapter 1 Exercises
2. The Passions That Drive Your Journey: Finding a Wondering
Where Do I Find My Wonderings and Questions?
Some Cautionary Notes
Chapter 2 Exercises
3. The Road Map: Developing a Data Collection Plan
Data Collection Strategy 1: Quantitative Measures of Student Achievement (Standardized Test Scores, Assessment Measures, Grades)
Data Collection Strategy 2: Fieldnotes
Data Collection Strategy 3: Interviews
Data Collection Strategy 4: Documents/Artifacts/Student Work
Data Collection Strategy 5: Digital Pictures
Data Collection Strategy 6: Video
Data Collection Strategy 7: Reflective Journals and/or Weblogs
Data Collection Strategy 8: Surveys
Data Collection Strategy 9: Literature
When Do I Collect Data, and How Much Do I Collect?
Chapter 3 Exercises
4. The Navigation of Uncertain Terrain: Analyzing Data
Confront the Data Analysis Task
Take Control of the Data Analysis Task by Keeping It Simple
Follow Four Steps to Data Analysis
Have Colleagues Help in the Process
An Illustration of the Data Analysis Process
Chapter 4 Exercises
5. The Travelogue: Sharing Your Work With Others
Why Is It Important to Share My Work With Others?
With Whom Do I Share My Work?
How Do I Share My Work?
What′s Important to Share?
Chapter 5 Exercises
6. The Continuing Journey as 'Head Learner’: Assessing the Quality of Inquiry
Why Is It Important to Assess the Quality of My Work?
What Is the Difference Between Generalizability and Transferability?
How Do I Go About Assessing Practitioner Research Quality, and Why Is It So Difficult to Do
What Are Some Quality Indicators for Practitioner Research?
What Are Some Ways of Enhancing Inquiry Quality?
Chapter 6 Exercises
References
Index
O autorze
Nancy Fichtman Dana is currently professor of education in the School of Teaching and Learning at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her Ph D from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked >extensively in supporting schools, districts and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including China, South Korea, Belgium, Portugal, The Netherlands, Slovenia, and Estonia. She has published ten books and over 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Dana has received many honors, including the Association of Teacher Educator’s Distinguished Research in Teacher Education Award and the National Staff Development Council (now Learning Forward) Book of the Year Award, both honoring Dana and Yendol-Hoppey’s work related to practitioner inquiry.
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