หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

Research Design: Qualitative, Quantitative, and Mixed Method Approaches

Classroom teachers are finding the implementation of constructivist instruction far more difficult than the reform community acknowledges. This article presents a theoretical analysis of constructivism in practice by building a framework of dilemmas that explicates the conceptual, pedagogical, cultural, and political planes of the constructivist teaching experience. In this context, “constructivism in practice” is a concept situated in the ambiguities, tensions, and compromises that arise among stakeholders in the educational enterprise as constructivism is used as a basis for teaching. In addition to providing a unique theoretical perspective for researchers, the framework is a heuristic for teachers, providing critical questions that allow them to interrogate their own beliefs, question institutional routines, and understand more deeply the forces that influence their classroom practice

Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers

The Index has been radically revised to build on ten years of use in the UK and in 40 other countries to strengthen what it did well and lead thinking about inclusive educational development for the next decade. This is the green edition, contributing to the UN decade of biodiversity, 2011 to 2020. It draws together interventions in education to do with, environmental sustainability, community building, global citizenship, health promotion, democracy, values, rights and non-violence. It elaborates a framework of values as the foundation for principled action to improve schools and communities. It provides a detailed outline of a rights and values based curriculum that reflects the experience and futures of children and can be made relevant to people’s lives in urban or rural areas in any part of the world. Its new subjects incorporate traditional school knowledge though it may most Previous edition translated and adapted for use in 40 countries

Index for Inclusion: Developing Learning and Participation in Schools.

Both the current school reform and standards movements call for enhanced quality of instruction for all learners. Recent emphases on heterogeneity, special education inclusion, and reduction in out-of-class services for gifted learners, combined with escalations in cultural diversity in classrooms, make the challenge of serving academically diverse learners in regular classrooms seem an inevitable part of a teacher's role. Nonetheless, indications are that most teachers make few proactive modifications based on learner variance. This review of literature examines a need for “differentiated” or academically responsive instruction. It provides support in theory and research for differentiating instruction based on a model of addressing student readiness, interest, and learning profile for a broad range of learners in mixed-ability classroom settings.

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Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature

In the past few decades, a constructivist discourse has emerged as a very powerful model for explaining how knowledge is produced in the world, as well as how students learn. 1 For constructivists ...

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Toward A Pragmatic Discourse of Constructivism: Reflections on Lessons from Practice

Preface to the Second Edition Acknowledgments About the Authors 1. The Novice Teacher: Armed and Dangerous 2. Foundations of Constructivism: Forging a Way Back to the Future 3. What Do the Experts Say? Listening to the Research and Professional Teachers' Organizations 4. Self Assessment: Look Before, While, and After You Leap 5. Standards and Assessment: The Real Basics 6. Models: Getting Your Feet Wet 7. Diving In: Teachers Tell Their Stories 8. Technology in the Constructivist Classroom: Untangling the Web 9. Multiculturalism: Making the Most of the Classroom Mosaic 10. Inclusion: Why Special Education Isn't 11. Epilogue: Redemption and Bon Voyage References Additional Readings Index

Creating and Sustaining the Constructivist Classroom

Making the Most of the Classroom Mosaic: A Constructivist Perspective.

When a promising novice teacher wrote a poem titled "I Hate" about her first-year teaching experiences, the teacher educators at her alma mater listened - and learned. ONE OF OUR best students, a young woman named Susan Jackson (a pseudonym), was as excited about teaching as anyone we can remember. Susan was a crackerjack student. She was dynamic, engaging, and highly inquisitive. She was interested not only in how things worked in educational settings but also in why the pieces fit together the way they did. Her curiosity was contagious. In fact, Susan stood out in terms of both her intellectual curiosity and her enthusiasm - enviable traits for a teacher charged with actively engaging students in learning. Susan was also among the very strongest students we had in terms of her ability to grasp theoretical issues, articulate her arguments, and integrate theory with practice. Finally, she excelled in both written and verbal communication, and by the time she graduated, Susan had accumulated a solid repertoire of very creative ideas about how to help students develop these important skills. Susan not only shone in her coursework but went out of her way to set up independent projects and internships in schools so she could get experience and try new approaches to teaching and learning. Not satisfied with that, she decided to obtain certification in both secondary and middle school teaching. Susan finished both programs, received certification in secondary English and middle school language arts and humanities, and accepted a position teaching eighth-grade English. But what Susan found in her first teaching position was anything but what she expected. Her story is a common one. Armed and ready for constructivist teaching, she found herself surrounded by teachers who simply did not share her vision and by students who were unprepared to consider other ways of doing things. Within six short weeks of Susan's first year of teaching, she sent us the poem below, as well as other dismal and concern-provoking notes about her life at the school. What New Teachers Need We reviewed Susan's notes to try to determine what was missing for her at that school and to see if we could learn what had happened to the enthusiastic, able Susan we knew. We then asked other teachers who had been teaching for two to five years to write us letters about what had been missing for them during their first years of teaching. When we analyzed the responses, we found very similar needs, which we have grouped into four categories. We have used Susan's words to capture what she and the other teachers described because they are so much more eloquent and meaningful than our words could be. 1. Philosophical match with the school. As Susan wrote, To have been teamed with a group of people who truly understand what active learning is and who are at least willing to try new things - this is the absolute most important thing. Many principals who are trying to reform their schools by hiring constructivist teachers really do everyone a disservice by putting new, "progressive-thinking" teachers with older, traditionally minded teachers. This "spread-the- wealth" philosophy just doesn't work very well because, at least at my school, there is a defined pecking order. I am young, I am new, I am idealistic, I am unrealistic, I am too big for my britches, I am unaware of all of the thousands of reasons that we can't do this or that. There are three of them on my team with a combined teaching time line that spans almost a century, and there is one of me, with nothing but my enthusiasm and my beliefs, and so . . . they win. More than anything else, novice teachers need to work with educators who have similar philosophies and definitions of what constitutes student learning, and they need to work in a system that encourages creativity and understands reform efforts and goals. In an age of major education reform, it is imperative that teacher preparation programs work collaboratively with school districts to define learning and learning agendas. …

The Power of a Poem to Teach Us

This study was based on a series of professional development workshops held over a two-year period with the entire complement of history and social studies teachers (n = 53) in a large mid-western school district in the United States. The primary purpose of this study was to discover which factors were perceived to be most powerful in contributing to the sustainability of district-wide change. The workshops offered a practical guide to help teachers understand the tenets of constructivism; presented a compelling argument for why an inquiry-based pedagogy is more powerful than are traditional models of social studies instruction; modeled constructivist approaches for the classroom; and guided teachers through the design, development, implementation, and analysis of constructivist teaching practices. Informal contact with administrators 2 years after the completion of the professional development workshops revealed that their teachers were continuing to engage in constructivist teaching practice. This led, naturally, to questions about which factors were contributing to this positive outcome. The primary objective of this study was to examine teacher and administrator perceptions regarding the features, in the view of teachers, that were most powerful in contributing to the sustainability of district-wide change with respect to constructivist teaching practice. As numerous authors have documented (e.g., Canestrari & Marlowe, 2012; Page & Marlowe, 2000; Schwahn & Spady, 1998) there are significant obstacles to sustaining systemic change over time within school districts, particularly when teachers lack opportunities to influence the substance, direction, and pace of that change. Unfortunately, many districts view professional development as an opportunity to communicate top-down mandates to teachers, despite a vast literature underscoring the futility of this approach (see for example, Hohenbrink, J., Johnston, M., & Westhoven, L., 1997; Marlowe & Page, 2005). Our data, collected over a four-year period, reveals that sustained change is likely when professional development is intentionally designed to: support teacher learning in safe, non-evaluative environments; promote teacher autonomy; encourage teachers to assume leadership roles in curricular and instructional matters; provide opportunities for teachers to share their practice with their colleagues; and foster collaborative relationships between teachers and school administrators.

Marilyn Page

Papers

Creating and Sustaining the Constructivist Classroom

Making the Most of the Classroom Mosaic: A Constructivist Perspective.

The Power of a Poem to Teach Us

Sustaining Change Through Inquiry-Based Professional Development