Practical Steps to the Research Process for Elementary School

Practical Steps to the Research Process for Elementary School

Practical Steps to the Research Process for Elementary School

Practical Steps to the Research Process for Elementary School


The third and final book in Stanley's three-volume group for all grade levels, this work simplifies teaching the research process with step-by-step instructions that are adaptable and comprehensive, geared especially for your youngest students. If Stanley's practical steps to the research process for middle and high schools are already a hit with your students, reach for this book next.


The makers of electronic games seem to understand what curriculum creators
often miss. Kids are attracted to games not because they are easy, but because
they are fun! Likewise, kids are turned off to school not because it's hard, but
because it's—boring. (Paraphrased from Seymour Paperi. [The Face of Inno
vation: Capturing a Revolution in Progress,] a special advertising section of
Smithsonian. Vol. 29, No. 8. Nov. 1998.)

This guide to the Research Process is about information management; specifically, it is a practical tool for teaching research. Let's face it: Research is boring to many students, especially when compared to the engaging ease of electronic plagiarism. But is it the job of educators to make the curriculum fun, as much as it is their responsibility to make it interesting? While [fun] in any venue has its place, [interesting] can include making educational tasks relevant and meaningful. This is especially important to elementary students, whose ability to learn and process information is influenced by the predictable, and unanticipated, array of physiological, psychological, and emotional changes from kindergarten through sixth grade. What teachers must factor in is that students are bombarded by streaming media, which often wins their attention away from educational tasks.

It is definitely not the job of educators to make the curriculum [easy] to appease boredom, but it is their responsibility to make tasks [doable] and yet challenging. This is accomplished by assessing and addressing a student's (dis)abilities and making educational tasks one step more difficult than assessed ability to promote growth. The goal for every student is success in learning, which is defeated by instruction and curriculum that a student might perceive as frustratingly unclear or even impossible.

The Research Process advocates strategies that make information management both interesting and doable. How can educators accomplish this? If good students as well as learning-challenged students are resorting to plagiarism, maybe it's not just because they find research boring but because it's often not clearly taught. This book is about classroom teachers and library media teachers addressing the very real issue of actually teaching students practical steps for making research interesting and doable. Let's see how this seeming impossibility can happen.

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