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Collaborative Action Research for Professional Learning Communities Paperback – April 30, 2010


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Product Details

  • Paperback: 176 pages
  • Publisher: Solution Tree (April 30, 2010)
  • Language: English
  • ISBN-10: 1935249614
  • ISBN-13: 978-1935249610
  • Product Dimensions: 10.9 x 8.4 x 0.5 inches
  • Shipping Weight: 1 pounds
  • Average Customer Review: 4.0 out of 5 stars  See all reviews (1 customer review)
  • Amazon Best Sellers Rank: #1,774,886 in Books (See Top 100 in Books)

Editorial Reviews

Review

Richard Sagor offers school leaders an instructional leadership tool powerful enough to help a principal enhance both teacher and student learning within the school context. It does this by creating a culture in which educators collaboratively and systematically address the dilemmas that teachers and students face each day. Collaborative Action Research sets the stage for schools to make change a part of the work they do each day. --Diane Yendol-Hoppey, professor and Benedum Collaborative Director, West Virginia University

Richard Sagor s writing is alive, and written from the perspective of someone who truly honors educators and learning. This book goes beyond how to use the five Habits of Inquiry to design and implement an education architecture that supports collaborative inquiry. It presents a viable process for universal student success. --Jan Morrison, Project Director, Washoe County School District, Reno, Nevada

About the Author

Richard Sagor is the founding director of the Institute for the Study of Inquiry in Education (ISIE), a consulting service dedicated to advancing the professional growth capacity of local school faculties. In the Spring of 2008, Dick retired from his position as director of the Educational Leadership Program at Lewis and Clark College in Portland, Oregon. Prior to Lewis & Clark, he served as a professor of Educational Leadership at Washington State University and directed Project LEARN (the League of Educational Action Researchers in the Northwest). Before entering higher education Dick had fourteen years of public school administrative experience, including service as an assistant superintendent, high school principal, instruction vice principal, disciplinary vice-principal, and alternative school head teacher. He has taught a range of students, from the gifted to the learning disabled, in social studies, reading, and written composition. Educated in the public schools of New York, Dick received his B.A degree from New York University before moving to the Pacific Northwest, where he earned two M.A. Degrees and a Ph.D. in curriculum and instruction from the University of Oregon. Dick has done extensive consulting experience. He has worked as a site visitor for the United States Department of Education's Blue Ribbon School Program and has consulted with numerous state departments of education and hundreds of independent school districts across North America. He has also provided staff development workshops for international schools in Asia, South America, and Africa. His consulting is focused primarily on data and standard-based school improvement, professional learning communities, collaborative action research, teacher motivation, leadership development, and teaching at-risk youth. His articles on school reform and action research have received awards from the National Association of Secondary School Principals and the Educational Press Association of America. Dick has written nine books, including Guiding School Improvement with Action Research, The Action Research Guidebook: A 4-Stage Process for Educators and School Teams, Motivating Students and Teachers in an Era of Standards, At-Risk Students: Reaching and Teaching Them, and The TQE Principal: A Transformed Leader.

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Most Helpful Customer Reviews

By Sue O on March 29, 2014
Format: Kindle Edition Verified Purchase
Sagor's writing reflects a deep respect for the complexity of teaching and for the professionalism of dedicated teachers. He offers practical tools that will support professional learning communities in learning to conduct action research. He also fleshes out the vocabulary teachers may need to develop in order to provide leadership for action research initiatives with colleagues and with administrators.
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