scholarly journals Reforming primary science assessment practices: A case study of one teacher's professional development through action research

2002 ◽  
Vol 86 (3) ◽  
pp. 417-435 ◽  
Author(s):  
Carol Briscoe ◽  
Elaine Wells
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Assessment Practices ◽  
Primary Science ◽  
Science Assessment

Transformational Shifts of Pedagogy Through Professional Development, Essential Questions, and Self-Directed Learning

2018 ◽  
pp. 160-178
Author(s):  
Ronda Cypret-Mahach
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Self Directed Learning ◽  
Essential Questions ◽  
Directed Learning ◽  
Transformational Experiences ◽  
Star Reading

This chapter describes transformational experiences of a faculty of teachers during a yearlong action-research case-study of professional development, infused with digital technologies intended to capitalize on self-directed learning strategies, in the use of essential questions specifically designed to target critical thinking in students. Teachers who began to adopt the essence of essential questioning into their teaching practice also began to seek ways to engage in personalized self-directed learning as they looked for avenues to continue development of successful practice. The ability to self-investigate and self-delineate pedagogy was critical for most of participant teachers. The faculty of teachers involved in the action-research case-study demonstrated statistically significant growth on the Measure of Questioning Skills, indicating the experience encouraged teacher growth in questioning abilities. Research data also reflected statistically significant student growth in STAR Reading and STAR Math scores, and an increase in student's Measure of Questioning Skills.

Evolving Pedagogy and Practice

2016 ◽  
pp. 2005-2033
Author(s):  
Susan Hennessey ◽  
Mark W. Olofson ◽  
Meredith J. C. Swallow ◽  
John M. Downes
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Professional Growth ◽  
Development Programs ◽  
Evaluation Tool ◽  
Teacher Pedagogy ◽  
Mathematics Classrooms ◽  
Multiple Case ◽  
Reflective Evaluation

This chapter presents qualitative research describing the pedagogy of middle grades mathematics teachers who participated in professional development in conjunction with classroom integration of 1:1 technology. Through a multiple-case study design, the expression and development of teacher pedagogy that occurred as teachers created self-designed action research projects grounded in pedagogical goals is illustrated. The use of action research in these four case studies as a vehicle for professional growth and as a reflective evaluation tool is discussed. When viewed through the lens of the TPACK framework (Mishra & Koehler, 2006), data suggest a technology-mediated shift in pedagogy in the area of differentiation in instruction and assessment in mathematics classrooms. Future implications regarding technology integration, professional development programs, and the use of the TPACK as a descriptive tool are considered.

Evolving Pedagogy and Practice

2016 ◽  
pp. 1457-1485
Author(s):  
Susan Hennessey ◽  
Mark W. Olofson ◽  
Meredith J. C. Swallow ◽  
John M. Downes
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Professional Growth ◽  
Development Programs ◽  
Evaluation Tool ◽  
Teacher Pedagogy ◽  
Mathematics Classrooms ◽  
Multiple Case ◽  
Reflective Evaluation

This chapter presents qualitative research describing the pedagogy of middle grades mathematics teachers who participated in professional development in conjunction with classroom integration of 1:1 technology. Through a multiple-case study design, the expression and development of teacher pedagogy that occurred as teachers created self-designed action research projects grounded in pedagogical goals is illustrated. The use of action research in these four case studies as a vehicle for professional growth and as a reflective evaluation tool is discussed. When viewed through the lens of the TPACK framework (Mishra & Koehler, 2006), data suggest a technology-mediated shift in pedagogy in the area of differentiation in instruction and assessment in mathematics classrooms. Future implications regarding technology integration, professional development programs, and the use of the TPACK as a descriptive tool are considered.

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

Teacher Collaborative Action Research

2018 ◽  
Vol 28 (2) ◽  
pp. 173-201
Author(s):  
Katherine A. Curry ◽  
Jackie Mania-Singer ◽  
ED Harris ◽  
Shawna Richardson
Keyword(s):  
Professional Development ◽  
Action Research ◽  
School Improvement ◽  
Distributed Leadership ◽  
Professional Practice ◽  
Qualitative Case Study ◽  
Collaborative Action Research ◽  
Improvement Strategy ◽  
Collaborative Action

This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a Midwestern state. Findings indicate that distributed leadership facilitates CAR as a powerful PD tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to effect professional practice.

scholarly journals Sectors together for professional development: a university team in an action research collaboration with school teachers and senior leaders

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Adewale Magaji ◽  
Ana Cabral ◽  
Andrew Lambirth ◽  
Roger McDonald ◽  
Ashley Brett ◽  
...  
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Teaching And Learning ◽  
Research Collaboration ◽  
Action Planning ◽  
Early Years ◽  
Senior Leaders ◽  
The University ◽  
Development Course

Action research promotes teaching and learning as it may allow teachers to explore areas of their practices that require improvement. The purpose of this case study is to highlight the steps involved in carrying out action research and any challenges that teachers may encounter in this learning process. This study was developed as a professional development course from 2015 to 2019 attended by more than 150 teachers from early years, primary and secondary schools in London and Kent in the last 4 years. The teachers were registered as students at the University of Greenwich and supported by a university team of researchers. The study identified five steps of the development of teacher-led action research and highlighted the challenges for each step. The steps included defining the field of action; planning; action; evaluation and reflection/(re)planning. This led to the development of an innovative model for the facilitation of action research and collaboration between the university team and participants. The model is used as a framework to enhance the development of teacher-led research in schools.Keywords: action research, teacher-led research, models, collaboration

Intercultural Language Teaching in Vietnamese Tertiary EFL Classes: A Participatory Action Research Study

2021 ◽  
Author(s):  
◽  
Phuong Thao Tran
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Language Policy ◽  
Participatory Action Research ◽  
English Language ◽  
Language Teaching ◽  
Second Phase ◽  
Participatory Action ◽  
Teaching Materials

<p>In 2008, Vietnam introduced a new English language policy based on the Common European Framework of Reference (CEFR), and subsequently in 2014 adopted a Vietnamese version of this, referred to as CEFR-V. In adopting the CEFR-V, English language education in Vietnam has taken on a conception of English language proficiency in which intercultural competence (IC) is thoroughly integrated. Nevertheless, despite the emphasis of IC in national language policy, little research has dealt with how teachers can adopt interculturally informed pedagogy in their daily classroom practice, and specifically professional development and learning can be harnessed to increase teachers’ capacity to adopt an intercultural stance in their teaching. This study aimed to redress this gap by investigating the process of adopting Intercultural Communicative Language Teaching (iCLT) practice in an English as a foreign language (EFL) course at a Vietnamese university. The research deployed an interpretive, qualitative, case study approach and Participatory Action Research (PAR) to explore the nature of the teaching of culture by three tertiary EFL teachers at a Vietnamese university, and by the students in their classes. The data were collected from classroom observations, teacher interviews, and pre-workshop-one and post-workshop-two focus groups with students. The research included two phases. The first phase of the study investigated the orientation to the teaching of culture in teaching materials and lessons taught by the teachers, and in their stated beliefs. Analysis of the three case study teachers showed that each of the teachers demonstrated both strengths and limitations regarding the teaching of culture in his/her stated perceptions and classroom practices. Cross-case analysis showed that the teaching of culture was intermittent and unplanned, and that the teachers held a static view of culture with little awareness of intercultural language teaching.  Drawing on these findings, the second phase of the research sought to develop a more principled engagement with culture by involving the case study teachers in two workshop cycles in which the teachers were introduced to principles and practical examples of intercultural language teaching and then implemented the redesigned intercultural-oriented lessons in the classroom teaching. The results drawn from classroom observation and interview data showed a positive impact of the workshops on the teachers’ teaching practices, perceptions, and understanding of intercultural language teaching. The study contributes to the growing body of scholarship on intercultural language teaching by showing how Vietnamese EFL tertiary teachers shifted from a cultural to an intercultural orientation through participating in an action research project. Accordingly, this study confirms the value of in-situ professional development for teachers. The study also shows how teachers, working from a set of intercultural teaching principles, can adopt an intercultural stance in their teaching even while working with existing teaching materials that contain little in the way of intercultural teaching affordances.</p>

scholarly journals Analysis of the Problems in Language Teachers’ Action Research

2017 ◽  
Vol 10 (11) ◽  
pp. 123 ◽  
Author(s):  
Ligang Han
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Teaching And Learning ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Action Research Project ◽  
English Language Teachers ◽  
Teachers Professional Development

In-service language teachers’ professional development is a crucial factor that influences the teaching and learning effectiveness. Educational action research is considered by many researchers and scholars as an effective way or approach for language teachers’ professional development. This article reports a case study of in-service English language teachers doing action research within a collaborative action research project. The focus of the case study is upon investigating the problems and difficulties that English language teachers encounter in doing action research and some solutions to the problems are provided. This research sheds light on the practice and application of educational action research.

Sign in / Sign up

Export Citation Format

Share Document