Teacher Research - Action Research Resources
Magazine & Journal Articles
Below we present a selection of articles dealing with Teacher Action Research. Some of the articles are presented with the full text available online, others are presented with abstracts when available. Any of the members of the Merced Union High School District Teacher Research Administrative Group are invited to email Christopher Volkerts to request a hard copy of any article presented here. These selected articles will be changed on a periodic basis to reflect the needs and interests of our collaborating partners' research interests and inquiries. Books and additional resources will also be made available via this page. We thank you for your interest and attention.
Articles with full text available
online
(for full text click on Article Text
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Abstract:
Action-research involves three approaches, individual teacher research which
is carried out by an individual teacher, collaborative action research which
is carried out by volunteer groups and school-wide action research which
is carried out by the entire school. Action-research serves to improve the
conditions of a school. Action research helps the teachers to teach problem-solving
skills to the children, detect problems and gauge their teaching methods.
People involved in action research should take into account the purpose
of the research, the type of data used, the research subjects and the monitory
constraints.
Abstract:
Teacher education can be enhanced by using student teachers as researchers.
Practicing teachers can provide information on student interaction and classroom
environments, and have a broad sampling field due to the amount of time
spent in scholastic settings. This form of action research offers nonprejudiced
foundations for decisions regarding appropriate interventions, outcomes
and other educational policies.
Abstract:
5 experienced teachers in Ontario, Canada, joined a school-university partnership
to study the student evaluation practices of 13 "exemplary" teachers
selected for their expertise in using cooperative learning (Phase 1). Data
were collected in 2 semistructured interviews. Participation in Phase 1
of the action research left the teacher-researchers in a state of positive
dissonance: dissatisfied with their evaluation methods, aware of attractive
new strategies, and confident of their ability change their practice. In
Phase 2 the teacher-researchers conducted inquiries in which they developed
and enacted strategies for teaching students how to self-evaluate. Data
sources included student surveys of attitudes toward evaluation, student
focus-group interviews, individual interviews with teacher-researchers,
observations of team deliberations, action research reports, and storyboards
created by the teacher-researchers. Each teacher-researcher used the Phase
1 findings in different ways, with every teacher ignoring some results,
modestly adapting others, and most frequently reconstructing the intent
of the exemplary teachers without adopting their specific methods. The 2-phase
approach to action research contributed to the knowledge base of teaching
(creation of a framework for teaching self-evaluation) and to the personal
practical knowledge of the teacher-researchers (how to enact the framework
in their classroom) and enhanced teachers' expectations about their ability
to bring about learning. These benefits might not accrue in action research
projects without the involvement of teachers with average or high efficacy
beliefs, collaboration in the design and analysis of the projects, or supportive
university professors sharing research skills.
COPYRIGHT 1999 University of Chicago
Abstract:
Utilization of local government institutions can drive home the lessons
of politics more effectively. The experience of a teacher who assigned students
to attend a trial or a city council meeting shows that these students were
able to get an in-depth view of practical politics in action, and were consequently
able to make better analyses and essays. Such a technique would be beneficial,
especially in terms of non-requred politics courses.
Articles with abstracts, full text available upon request
Abstract:
Action research can play a valuable role in promoting a conceptual change
approach to science teaching. This approach assumes that an observer-participant
can bring meanings to an observed event, and views teaching as itself a
type of research. Action research does seem to assist prospective teachers
in improving their understanding of students' thinking, but cannot in itself
bring a fuller incorporation of conceptual change teaching.
Abstract:
The realization that phonemic awareness is a prerequisite for reading instruction
has prompted a teacher to implement specific phonemic awareness programs
into her daily literacy routines. The objective was to engage children in
word play, language play, rhymes and literature. She started with four activities
which led to the Names Activity. The increased learning ability and the
enthusiasm that the children showed demonstrated that the insertion of phonemic
awareness in the reading instruction program had positive results.
Abstract:
A teacher discusses an experience about carrying out an action research
involving the use of technology in classroom instruction. With the help
of students, the teacher was able to create a teaching strategy that promises
to maximize the use of technology in English education.
Abstract:
Traditional research techniques are difficult for the biology teacher to
apply to teaching style because objectivity and a controlled environment
are lacking. However, action research techniques which involve identifying
personal biases and devising action plans to resolve problems such as whether
labs are fulfilling students needs can help improve teaching styles. These
methods work best with a discussion group of teachers and reliability and
validity must be determined based on common sense.
Abstract:
Research by science teachers should be reconceptualized so that it can have
a permanent influence on teaching, according to Erzberger. Action research
should be viewed as an integral part of teaching activities. Various masters
degree courses for teachers now include action research. Action research
in teacher education programs should be encouraged if it is to have a permanent
influence on teaching.
Abstract:
Six New Zealand case methods are presented. These include: * Build class
discussions around student input. * Use current events to develop point
of view. * Include role playing as a case method. * Use the initiation-evaluation-extension
approach. * Borrow from sociology. * Combine action research with case methods.
Implications for teacher education programs are suggested.
COPYRIGHT Project Innovation 1992
Abstract:
There are no monolithic solutions to the complex and often unique problems
of understanding and responding to the increasing cultural diversity in
schools and classrooms in the United States. Preservice and inservice education
education programs need processes that prompt teachers and teacher educators
to raise questions about issues of race, class, and ethnicity and to develop
courses of action that are valid for particular communities. Teacher research
has been proposed as one powerful process toward this end. Drawing on examples
from preservice and inservice teacher education projects in urban Philadelphia,
we suggest that teachers can use research in work with other teachers and
teacher educators to examine what they think they already know about race,
class, and ethnicity, what they see when they observe their own students
as learners, and what they choose to do about the disparities that often
exist in their classrooms, schools, and communities. COPYRIGHT American
Association of Colleges for Teacher Education 1992
Epstein, Joyce L.; Dauber, Susan L.
School programs and teacher practices of
parent involvement in inner-city elementary and middle schools.
(Special Issue: Educational Partnerships: Home-School-Community)
Elementary School Journal v91, n3 (Jan, 1991):289 (17 pages).
Abstract:
This study uses data from 171 teachers in 8 inner-city elementary and middle
schools to examine the connections between school programs of parent involvement,
teachers' attitudes, and the practices that teachers use to involve parents
of their own students. Patterns are examined at 2 levels of schooling (elementary
and middle), in different academic subjects, under various classroom organizations
(self-contained, semi-departmentalized, departmentalized), and under different
levels of shared support for parent involvement by the teachers and significant
other groups. Each of these variables has important implications for the
types and strengths of school programs and teachers' practices of parent
involvement. The results add to the validation of Epstein's typology of
5 types of school and family connections. The data used in this study were
collected as the first step in a 3-year action research process in which
the sampled schools are engaged. The process is outlined in terms that any
school can follow to improve programs and practices of parent involvement.
COPYRIGHT University of Chicago 1991
