Action Research for Teacher Candidates Using Classroom Data to Enhance Instruction

Teachers are the single most important element in helping every child succeed in school. The first volume of this set, Best Practices in Action Research for Teacher Candidates, has been written in the hopes of equipping teachers-in-training_that is, teacher candidates_with the skills needed for action research, a process that leads to focused, effective, and responsive strategies that help students succeed. Volume II is designed to serve those who wish to delve deeper into their action research or as leaders in teacher research and reflective practice. Volume I and II together serve as a both a perfect training curriculum for preservice teachers at the undergraduate or graduate level and as an excellent vehicle for professional development for inservice teachers.

Robert P. Pelton is also the author of Making Classroom Inquiry Work: Techniques for Effective Action research, which is designed to serve those who wish to delve deeper into their action research or to become leaders in teacher research and reflective practice. These two books serve as both a perfect training curriculum for pre-service teachers at the undergraduate or graduate level and as an excellent vehicle for professional development for in-service teachers. Robert P. Pelton is a professor in the School of Education at Stevension University, Stevenson, Maryland. He is very active in professional development schools, where he assists teacher interns in using classroom data within the action research process to make instructional decisions. Dr. Pelton is also a consultant for Epiphanies Inc., where he effectively uses the action research model to help build and strengthen educational outreach programs.