TY  - BOOK
AU  - Bell,Lisa M.
AU  - Aldridge,Jill M.
TI  - Student Voice, Teacher Action Research and Classroom Improvement
T2  - Advances in Learning Environments Research
SN  - 9789462097766
AV  - LB1028.25.A8 
U1  - 370.72 23
PY  - 2014///
CY  - Leiden; , Boston
PB  - Brill | Sense
KW  - Action research in education
KW  - Education, Secondary
KW  - Effective teaching
KW  - Student evaluation of teachers
N1  - Preliminary Material -- Introduction -- Students’ Voices: Assessing the Learning Environment, Students’ Attitudes and Self-Beliefs -- Using Student Perception Data to Guide Teacher Action Research -- Student Perception Data, Teacher Action Research and School Improvement -- Discussion, Limitations and Future Directions -- Constructivist-Oriented Learning Environment Survey -- Attitudes and Self-Belief Survey (ASBS) -- Teacher Evaluation Form -- Guide to Using the Data as Part of Action Research -- Teacher Planning Sheet (Example) -- Written Report Template -- References
N2  - 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
UR  - http://dx.doi.org/10.1007/978-94-6209-776-6
ER  -