Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research

Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research

Release Date: May, 2021|Copyright: © 2021 |Pages: 469
DOI: 10.4018/978-1-7998-6922-1
ISBN13: 9781799869221|ISBN10: 1799869229|EISBN13: 9781799869245
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Description & Coverage
Description:

The year 2020 brought an unprecedented worldwide health crisis through the COVID-19 pandemic that has been affecting all sectors, including education. There were questions surrounding the effectiveness of online trainings for teachers, online teaching practices, the motivation and engagement of students, and the quality of learning and education in these times. Action research emerged to address these concerns, being a systematic process of inquiry using reflection within a cyclical model of planning, acting, implementing, evaluating, and continuous reflection. This method of research is employed with the expertise and passion from educators to better enhance online practices and education while using authentic learning and experiences. Using collaboration, social advocacy, and action research, there is the opportunity to advance teaching for students, families, and communities without a physical context involved.

The Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research explores successful teaching and learning skills through the method of action research and intersects it with online learning in order to uncover best teaching practices in online platforms. This book showcases educational professionals’ action research for solutions in advancing teaching and learning, the practical benefits of action research, recommendations for improving online teaching and learning, and a focus on professional growth as well as social justice advocacy. It highlights important topics including student learning, teacher collaboration, authentic learning, advocacy, and action research in both K-12 and higher education settings. This book is ideal for inservice and preservice teachers, administrators, teacher educators, practitioners, researchers, academicians, and students interested in how action research is improving and advancing knowledge on the best teaching practices for online education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Action Research
  • Authentic Learning
  • Educational Technologies
  • Energetic Education
  • Higher Education
  • K-12 Education
  • Meaningful Learning
  • Online Education
  • Peacebuilding
  • Professional Development
  • Resilience
  • Social Justice Advocacy
  • Student Engagement
  • Student Motivation and Success
  • Teacher Collaboration
  • Teaching Practices
  • Virtual Learning
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Editor/Author Biographies
Alina Slapac is an Associate Professor of action research, curriculum and instruction at the University of Missouri-St. Louis (UMSL). Her research interests include teacher preparation and development with focus on global and multicultural education, (participatory) action research, culturally and linguistically responsive teaching, collaborative online international learning, and transformative pedagogy. She has been collaborating with educators from China, Norway, Romania, Spain, South Africa, South Korea and USA on research and teaching. Dr. Slapac has been an UMSL Global Fellow and an UMSL Inquiry Circles Fellow on global competency. Her two co-edited books are Handbook of Research on the Global Empowerment of Educators and Student Learning through Action Research (Slapac, Balcerzak & O’Brien, 2021) and Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators (Slapac & Coppersmith, 2019) (IGI Global). Her articles have been published in Journal of Research on Childhood Education, Educational Studies, Kappa Delta Pi Record, Scholar-Practitioner Quarterly, Journal of Immersion and Content-Based Language Education, and Teacher Education and Practice, among others. She also published several book chapters in co-edited books, such as: Social Justice and Culturally-Affirming Education in K-12 Settings; At School in the World: Developing Globally Engaged Teachers; Research Anthology on Culturally Responsive Teaching and Learning; International Perspectives on Modern Developments in Early Childhood Education; Intercultural Responsiveness in the Second Language Learning Classroom and Designing Socially Just Learning Communities: Linking Literacy Learning across the Lifespan. She is currently working on a new co-edited book (with Dr. Cristina Huertas-Abril) on global education and teacher development through telecollaboration.

Phyllis Balcerzak is an Associate Teaching Professor in the College of Education, in the Department of Educator Preparation & Leadership at the University of Missouri, St. Louis (UMSL). She joined the UMSL-COE in 2015 after retiring from her career at Washington University where she was a clinical associate professor of teacher preparation (1996-2006) and director of professional development in science education (2006-2014). During 2015-2020 she served as Co-PI for a National Science Foundation Noyce Teacher Scholarship grant where she designed, implemented, and researched mentoring programs for STEM teachers during their induction years in high-need schools. Balcerzak's teaching interests include advancing the practice of preservice and in-service teachers, introduction to research methods, and project-based STEM instruction. Her research interests are focused on how K-20 educators transfer professional learning to classrooms and the use of action research to document the impact of changes in teaching and learning.

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