Practical Steps to the Research Process for Middle School,9781563087639

Practical Steps to the Research Process for Middle School

by
ISBN13: 9781563087639
ISBN10: 1563087634
Format: Paperback
Pub. Date: 2001-01-15
Publisher(s): Libraries Unltd Inc
List Price: $38.00

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Summary

Stanley applies the same user-friendly format that made her popular guide to teaching the six steps of the research process to high school students such a success. In this new volume geared toward middle school students, field-tested lessons, anecdotes, reproducible charts and templates, and research ideas all work together to transform the research process into bite-size steps that are both adaptable to various teaching styles and not overwhelming for students. By applying Stanley's methods you'll be pursuing education reforms including integrating technology, improving information literacy, teaching critical thinking, modeling collaborative instruction, and adapting research for second language learners and learning disabled students.

Author Biography

DEBORAH B. STANLEY is Library Media Teacher, Riverside Unified School District, Riverside, California, and she frequently speaks on the research process.

Table of Contents

Figures
xi
Acknowledgments xiii
Introduction xv
Section 1: Planning and Preparation 1(50)
What Is the Research Process?
3(14)
Another Theory?
5(4)
Do You See the Connections?
9(1)
How Do You Eat an Elephant?
10(3)
Time
10(1)
Money
10(1)
Training
10(1)
You
11(2)
The Missing Link
13(1)
What It Is
14(1)
What It Is Not
14(1)
The Total Package
14(3)
Collaborative Planning
17(16)
Making Time for Collaborative Planning
19(1)
The Microwave Oven Syndrome
19(1)
Billboard Yourself
20(1)
Sell Yourself
20(1)
Support Teaching Styles
20(1)
Adjust
20(1)
The Role of the LMC Master Calendar
21(3)
Color Coding
21(1)
Aligning the Calendars
22(1)
Signing Up
22(2)
Posting the Directions
24(1)
Pencils Only
24(1)
Let's Do Lunch
24(6)
Integrated Collaboration
30(1)
Purposeful Planning
30(3)
Lesson Preparations
33(18)
Research Instruction
35(9)
How Many Lessons?
35(2)
Preparing the Setting
37(2)
Locating Sources
39(2)
Preparing Equipment/Technology
41(1)
Preparing for the Unit and Lessons
42(2)
Student Handouts
44(7)
Section 2: The Research Process 51(134)
Developing a Topic: Lesson 1, Part 1
53(16)
Chapter Concepts
55(1)
Where Do Topics Come From?
55(1)
What Makes a Topic Good?
55(1)
Does the Topic Match the Student?
55(1)
What Is the Role of the Instructor in Matching Topics to Students?
55(1)
Instructor Information
56(6)
Finding Topics
56(1)
Matching the Topic with the Student
56(2)
The Instructor's Role in Topic Selection
58(2)
Empowering Topic Independence
60(1)
Preparing for the First Day's Lesson
60(2)
Student Lesson
62(4)
Getting Started
62(1)
Making Meaning
63(2)
Making Sense out of Topic Searching
65(1)
Student Activity
66(3)
Accountability
68(1)
Developing Subtopics: Lesson 1, Part 2
69(20)
Chapter Concepts
71(1)
Why Subtopics Are Essential
71(1)
What Do You Want to Know?
71(1)
Developing Subtopics
71(1)
Matching Subtopics to Student Needs
71(1)
Instructor Information
71(8)
Why Subtopics Are Essential
71(1)
What Do You Want to Know?
72(1)
Developing Subtopics
72(1)
Matching Subtopics to Student Needs
73(1)
The Research Checklist
74(1)
Instructional Strategies
75(3)
Extension Lesson for Advanced Students
78(1)
Due Dates
78(1)
Looking Ahead at Accountability
79(1)
Student Lesson
79(10)
Why Subtopics Are Essential
79(1)
What Do You Want to Know?
80(1)
Developing Subtopics
80(3)
Using Subtopics to Evaluate Information
83(1)
Matching Subtopics to Students
83(4)
Accountability
87(2)
Looking at Sources: Lesson 2
89(30)
Chapter Concepts
91(1)
Copyright and Citations
91(1)
Formats and Sources
91(1)
Source Requirements
91(1)
Instructor Information
91(5)
Copyright
91(1)
Citations
92(1)
Formats and Sources
93(3)
Student Lesson
96(5)
What Is Copyright?
96(2)
Formats and Sources
98(1)
Source Requirements
99(2)
Accountability
101(1)
Student Activity: MLA-Style Citations
101(10)
General Directions
101(1)
Print Encyclopedias
102(6)
CD-ROM Encyclopedias
108(1)
Internet Web Sites
109(1)
Accountability
110(1)
Extension Lessons
111(4)
Simple and Annotated Citations
111(3)
Learning MLA Style
114(1)
Notes
115(4)
Reading, Thinking, Selecting: Lesson 3, Part 1
119(14)
Chapter Concepts
121(1)
Promoting Literacy and Information Literacy
121(1)
Students Must Read to Access and Comprehend Information
121(1)
Students Must Think About Reading to Evaluate Information
121(1)
Students Must Select Important Ideas and Keywords to Use Information
121(1)
Instructor Information
121(6)
Reading
121(2)
Thinking
123(1)
Selecting
124(1)
Instructional Strategies
125(1)
Adaptations for Special and Advanced Students
126(1)
Student Lesson
127(6)
Transitional Re-teaching
127(1)
Reading
128(2)
Thinking
130(1)
Selecting
130(3)
Notetaking: Lesson 3, Part 2
133(36)
Chapter Concepts
135(1)
The Key to Information Ownership
135(1)
The Key to Literacy and Learning
135(1)
Teaching Notetaking Strategies
135(1)
Instructor Information
135(16)
The Key to Information Ownership
135(1)
The Key to Literacy and Learning
136(1)
Teaching Notetaking Strategies
137(5)
Setting Reasonable Expectations
142(1)
The Advantage of Good Notes
143(1)
Instructional Strategies
144(1)
Adaptations for Special Students
144(5)
Beyond Note Cards
149(2)
Student Lesson: Notetaking Strategies
151(15)
The Key to Information Ownership
151(2)
Preparing Note Cards
153(3)
Citing Sources on Note Cards
156(1)
Notes Should Look Like Notes
157(7)
The Advantage of Good Notes
164(1)
Accountability
165(1)
Extension Lesson for Advanced Students
166(3)
Citing Sources in Notes
166(3)
Sorting and Numbering Notes: Lesson 3, Part 3
169(16)
Chapter Concepts
171(1)
The Importance of Sorting Notes
171(1)
Reading Notes
171(1)
Thinking About and Sorting Notes
171(1)
Numbering Notes
171(1)
Instructor Information
171(2)
The Importance of Sorting Notes
171(1)
Reading Notes
172(1)
Thinking About and Sorting Notes
172(1)
Numbering Notes
173(1)
Student Lesson/Activity
173(12)
The Importance of Sorting Notes
173(4)
Reading Your Notes
177(1)
Thinking About and Sorting Your Notes
177(2)
Numbering Your Notes
179(6)
Section 3: Application and Accountability 185(28)
Hands-on Research: Locational Directions
187(8)
Instructor Information
189(2)
Balance Instruction with Work Time
189(1)
Dewey/Boolean Handouts
189(2)
Student Lesson: Locational Directions
191(4)
Print Sources: Using Dewey
191(2)
Electronic Sources: Using Boolean Logic
193(2)
Writing the Rough Draft: Optional Lesson
195(8)
Making Time
197(1)
Process Writing
197(6)
Getting Started
198(1)
Writing the Introduction
199(1)
Prewriting
199(1)
Composing
200(3)
Tracking and Evaluation
203(10)
Student Accountability
204(6)
The Importance of Tracking
204(1)
Prerequisites for Effective Tracking
204(4)
The Role of the LMT in Student Tracking
208(2)
Unit Accountability
210(3)
Section 4: Enrichment and Extension 213(20)
Technology and the Creative Final Project
215(8)
Beyond Writing
217(1)
Technology Enriches Writing
218(4)
Exciting Writing!
222(1)
Connections
223(10)
Ties to Standards, Literacy, and Information Literacy
225(2)
Content-Area Standards Related to Research
225(1)
Quintessential Literacy
226(1)
Information Literacy Standards Affect Student Learning
227(1)
Information Literacy Standards for Student Learning
227(4)
Information Literacy
227(1)
Independent Learning
228(1)
Social Responsibility
229(2)
Magic Bullet
231(2)
Sources 233(2)
References 235(2)
Index 237

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