Teacher Research
Content
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 link, a printer friendly version of the full text of the article will be presented in a new browser window)
y
Calhoun, Emily F.
Action research: three approaches.
Educational Leadership v51, n2 (Oct, 1993):62 (4 pages). [Article Text]
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.
y
Keating, Joseph; Diaz-Greenberg, Rosario; Baldwin, Mark; Thousand, Jacqueline A
Collaborative Action Research Model for Teacher Preparation Programs.
Journal of Teacher Education v49, n5 (Nov-Dec, 1998):381 (1 pages). [Article Text]
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.
y
McCarthy, Jane; Riner, Phillip
The Accelerated Schools inquiry process: teacher empowerment through action research.
Education v117, n2 (Winter, 1996):223 (7 pages). [Article Text]
y
Ross, John A.; Rolheiser, Carol; Hogaboam-Gray, Anne
Effects of Collaborative Action Research on the Knowledge of Five Canadian Teacher-Researchers.
(teachers learning from other teachers) Elementary School Journal v99, n3 (Jan, 1999):255 (1 pages). [Article Text]
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
y
Seitz, John L.
"Now That Was A Good Class": learning about politics by observing local government.
(The Teacher) PS: Political Science & Politics v27, n1 (March, 1994):71 (2 pages). [Article Text]
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
y
Tabachnick, B. Robert; Zeichner, Kenneth M.
Idea and action: action research and the development of conceptual change teaching of science.
(Science Teacher Education Section Paper Set) Science Education (May, 1999):309 (1 pages). 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.
y
Reiner, Kathleen
Developing a kindergarten phonemic awareness program: an action research project.
Reading Teacher v52, n1 (Sept, 1998):70 (4 pages). 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.
y
Traubitz, Nancy
A semester of action research: reinventing my English teaching through technology.
(utilization of technology in teaching) English Journal v87, n1 (Jan, 1998):73 (5 pages). 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.
y
Kochendorfer, Leonard
Biology teachers as researchers.
American Biology Teacher v56, n3 (March, 1994):135 (3 pages). 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.
y
Feldman, Allan
Erzberger's dilemma: validity in action research and science teachers' need to know.
Science Education v78, n1 (Jan, 1994):83 (19 pages). 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.
y
Jarchow, Elaine
The case method in teacher education: six lessons from New Zealand.
Education v112, n4 (Summer, 1992):624 (7 pages). 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
y
Conchran-Smith, Marilyn; Lytle, Susan L.
Interrogating cultural diversity: inquiry and action.
(Theme: Cultural Diversity in Education) Journal of Teacher Education v43, n2 (March-April, 1992):104 (12 pages). 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
Send comments to: Christopher Volkerts Last modified: October 15, 1999
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 link, a printer friendly version of the full text of the article will be presented in a new browser window)
y
Calhoun, Emily F.
Action research: three approaches.
Educational Leadership v51, n2 (Oct, 1993):62 (4 pages). [Article Text]
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.
y
Keating, Joseph; Diaz-Greenberg, Rosario; Baldwin, Mark; Thousand, Jacqueline A
Collaborative Action Research Model for Teacher Preparation Programs.
Journal of Teacher Education v49, n5 (Nov-Dec, 1998):381 (1 pages). [Article Text]
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.
y
McCarthy, Jane; Riner, Phillip
The Accelerated Schools inquiry process: teacher empowerment through action research.
Education v117, n2 (Winter, 1996):223 (7 pages). [Article Text]
y
Ross, John A.; Rolheiser, Carol; Hogaboam-Gray, Anne
Effects of Collaborative Action Research on the Knowledge of Five Canadian Teacher-Researchers.
(teachers learning from other teachers) Elementary School Journal v99, n3 (Jan, 1999):255 (1 pages). [Article Text]
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
y
Seitz, John L.
"Now That Was A Good Class": learning about politics by observing local government.
(The Teacher) PS: Political Science & Politics v27, n1 (March, 1994):71 (2 pages). [Article Text]
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
y
Tabachnick, B. Robert; Zeichner, Kenneth M.
Idea and action: action research and the development of conceptual change teaching of science.
(Science Teacher Education Section Paper Set) Science Education (May, 1999):309 (1 pages). 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.
y
Reiner, Kathleen
Developing a kindergarten phonemic awareness program: an action research project.
Reading Teacher v52, n1 (Sept, 1998):70 (4 pages). 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.
y
Traubitz, Nancy
A semester of action research: reinventing my English teaching through technology.
(utilization of technology in teaching) English Journal v87, n1 (Jan, 1998):73 (5 pages). 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.
y
Kochendorfer, Leonard
Biology teachers as researchers.
American Biology Teacher v56, n3 (March, 1994):135 (3 pages). 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.
y
Feldman, Allan
Erzberger's dilemma: validity in action research and science teachers' need to know.
Science Education v78, n1 (Jan, 1994):83 (19 pages). 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.
y
Jarchow, Elaine
The case method in teacher education: six lessons from New Zealand.
Education v112, n4 (Summer, 1992):624 (7 pages). 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
y
Conchran-Smith, Marilyn; Lytle, Susan L.
Interrogating cultural diversity: inquiry and action.
(Theme: Cultural Diversity in Education) Journal of Teacher Education v43, n2 (March-April, 1992):104 (12 pages). 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
Send comments to: Christopher Volkerts Last modified: October 15, 1999
