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For immediate release
Monday, February 28, 2008
Corwin Press has recently published the action research studies of ten current and former Madison Metropolitan School District teachers who examined issues of educational equity in their own classrooms and schools. This school-based form of research involves the collection and analysis of classroom data in order to understand and improve instructional practice. The book, Creating Equitable Classrooms Through Action Research, illustrates how educators can use this method to both raise student achievement and strengthen teaching.
The book highlights studies ranging in topics from exploring why high school students drop out to the de-tracking of biology classes. In other studies, effective teaching methods for English Language Learners and examples of culturally relevant pedagogy are explored. The book also includes chapters that describe the history and implementation of the Madison district’s Action Research program and its partnership with the University of Wisconsin-Madison’s School of Education, as well as a final chapter that looks across the studies to share what has been learned about equitable teaching practices.
Written for classroom teachers, school district leaders, staff developers, and educational policymakers, the book provides authentic accounts of teachers passionately engaged in narrowing the achievement gap and addressing issues of diversity and equity.
While several books about educational action research are currently available, Creating Equitable Classrooms Through Action Research is the first book to compile a variety of studies that specifically address issues of educational equity.
Whether working one-on-one with a struggling student, identifying necessary support mechanisms to ensure the success of minority students, or examining power relationships in the classroom, the authors each have a unique perspective. From elementary, middle, high school, and alternative school settings, the teachers share their work as they critically examine today’s schools – and their roles within those schools – in attempting to address inequity and make change.
The chapter authors – who each participated in the district’s Classroom Action Research program – include Diane Coccari, Jane Hammatt Kavaloski, Denise Hanson, Kate Lyman, Julie Melton, Quynh Nguyen, Shannon Richards, Erik Shager, Van Valaskey, and Barbara Williams. The book was edited by Cathy Caro-Bruce and Mary Klehr (also MMSD employees), and Ryan Flessner and Ken Zeichner from the UW-Madison.
To order copies of the book, contact Corwin Press by phone at 800-233-9936, by Internet at www.corwinpress.com, or by mail at Corwin Press, 2455 Teller Road, Thousand Oaks, CA 91320. All proceeds from sales of the book go directly to the Foundation for Madison’s Public Schools in order to fund the action research of Madison teachers.
For more information, contact Ken Syke, 608-663-1903, or co-editor Mary Klehr, 608-663-1911
Public Information Office
545 W. Dayton St.
Madison, WI 53703
608-663-1879
email: newsrelease@madison.k12.wi.us