Using Action Research to Foster Positive Social Vaues


reviewed by Kirsten Olson 2006

coverTitle: Using Action Research to Foster Positive Social Vaues
Author(s): Jean Benton
Publisher: Scarecrow Press, Lanham
ISBN: 1578862108, Pages: 127, Year: 2005
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This slim but indigestible book on designing classroom-based research to address problems of intolerance and disruptive behavior in elementary school classrooms, begins with a familiar pedagogical sigh:  Why aren’t classrooms peaceful and respectful, the way they used to be?   Or as the author says, the book explores how “the growth in nonmainstream cultures will continue to further influence cultural values and behaviors” (p. vi) and create “disruptive, disrespectful” pupils.   Benton hamhandedly reinforces the destructive notion that socioeconomic and cultural diversity in classrooms are the causes of pedagogical dysfunction, rather than an invitation to more sophisticated teaching practices and enriched classroom communities.  The author uses three slender, poorly developed case studies to back her claim that action research—research in which a teacher notices a problem, observes it to benchmark it, designs an intervention and carries it out, and then documents the results of the intervention—can help teachers create “peaceful” classrooms and... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 108 Number 5, 2006, p. 890-892
http://www.tcrecord.org ID Number: 12120, Date Accessed: 12/18/2017 4:07:38 AM

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