Action Research and Collaborative Inquiry in a School-University Partnership

1995 ◽  
Vol 16 (4) ◽  
pp. 25-38 ◽  
Author(s):  
Linda A. Catelli
Keyword(s):  
Action Research ◽  
Collaborative Inquiry ◽  
University Partnership

Collaborative inquiry: Youth, social action, and critical qualitative research

2018 ◽  
Vol 18 (2) ◽  
pp. 194-211 ◽  
Author(s):  
Limarys Caraballo ◽  
Jamila Lyiscott
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Participatory Action Research ◽  
Social Action ◽  
Collaborative Inquiry ◽  
After School ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Critical Qualitative Research ◽  
Research In Education

Youth participatory action research is part of a revolutionary effort in educational research to take inquiry-based knowledge production out of the sole purview of academic institutions and include those who most directly experience the educational contexts that scholars endeavor to understand. Seeking to extend the robust legacy of participatory action research in schools and communities, in this article, we focus on the pedagogical contributions of youth participatory action research collaborations for the teaching of critical qualitative research. We discuss strategies developed and implemented in an after-school youth participatory action research seminar in order to highlight how collaborative educational spaces can contribute to teaching and engaging in critical qualitative research. We also reflect, in our role as educators and researchers, on the possibilities and limitations of teaching qualitative research critically and reflexively, particularly at the intersection of qualitative action research, critical literacies, and youth social action. We conclude with a discussion of the broader implications of collaborative inquiry for the teaching of qualitative research in education and beyond.

scholarly journals Exploring Veteran Teachers' Collaborative Action Research Experiences Through a School-University Partnership: "Old Dogs" Try New Tricks

2021 ◽  
Vol 22 (1) ◽  
pp. 45-68
Author(s):  
Mary Frances (Molly) Buckley-Marudas ◽  
John Dutton ◽  
Charles Ellenbogen ◽  
Grace Hui-Chen Huang ◽  
Sarah Schwab
Keyword(s):  
Professional Development ◽  
High School ◽  
Action Research ◽  
Research Program ◽  
Teaching Practice ◽  
Research Process ◽  
Collaborative Action Research ◽  
University Faculty ◽  
University Partnership ◽  
School Practitioners

This article shares insights from the experiences of three high school practitioners and two university faculty who participated in a school-university-based action research program as a voluntary part of the teachers’ professional development. The three high school practitioners conducted action research projects around questions that stemmed from and were relevant to their own teaching practice.  As part of the action research program, the practitioners were paired with university faculty to support the research. Building on practitioner inquiry traditions and critical case study methodologies, this study used qualitative methods to explore the experiences of practitioner action research processes.  Drawing on in-person meeting notes and reflective memos, four key ideas emerged: Infrastructure, We are all Partners in Education, Engaging Pathway for Experienced Teachers, and Challenges. Insights gained from this inquiry will have implications for professional practices in the areas of school-university partnership, professional development, and action research process.

scholarly journals Preparing First-Time Leaders for an Urban Public School District: An Action Research Study of a Collaborative District–University Partnership

2007 ◽  
Vol 17 (5) ◽  
pp. 540-569 ◽  
Author(s):  
Juanita Cleaver Simmons ◽  
Margaret Grogan ◽  
Stacey Jones Preis ◽  
Kristin Matthews ◽  
Sheila Smith-Anderson ◽  
...  
Keyword(s):  
Action Research ◽  
School District ◽  
Research Study ◽  
Full Time ◽  
Traditional Preparation ◽  
Action Research Study ◽  
University Partnership ◽  
Principal Preparation Program ◽  
Urban Public School ◽  
First Time

This article reports the results for the first cycle of an action research study about a district–university partnership. Two district facilitators and two university facilitators co-constructed a principal preparation program for an inner-city school district to help prepare the next generation of building leaders. Twenty-two students participated in the 15-month nontraditional program. The study found that in preparing first-time school leaders, the most helpful experiences were those that developed self-understanding and readiness for the role change. New instructional techniques and the full-time residency facilitated this earning. It also found that the partnership, though providing new and exciting opportunities to deviate from the traditional preparation model, needed further development.

School Renewal through Action Research: a school‐university partnership in Austria

1997 ◽  
Vol 8 (1) ◽  
pp. 75-96
Author(s):  
Ilse Brunner ◽  
Eduard Hruska ◽  
Konrad Krainer ◽  
Christa Piber ◽  
Peter Posch ◽  
...  
Keyword(s):  
Action Research ◽  
School Renewal ◽  
University Partnership

scholarly journals Owning Our Learning: Scaffolding Professional Inquiry for Educators

2011 ◽  
Vol 4 (2) ◽  
pp. 61-78 ◽  
Author(s):  
Willow Brown ◽  
Sabre Cherkowski
Keyword(s):  
Action Research ◽  
School Improvement ◽  
21St Century ◽  
Teacher Leaders ◽  
Collaborative Inquiry ◽  
School Administrators ◽  
21St Century Learning ◽  
Problem Framing

The authors advocate professional inquiry as purposeful, site-based learning for teacher leaders and school administrators. A key argument,social symmetry, proposes that creating engaged, inquiring learners requires teachers to own their learning through professional inquiry. A four-meeting model scaffolds collaborative inquiry from problem framing, through experimentation, and toward new convictions and commitments.The design of this professional inquiry platform has been informed by action research and school improvement and inspired by 21st Century Learning.

scholarly journals The Role of Teacher Empowerment and Teacher Accountability in School-University Partnerships and Action Research

2011 ◽  
Vol 20 (2) ◽  
Author(s):  
Lauren Segedin
Keyword(s):  
Professional Development ◽  
Action Research ◽  
School Improvement ◽  
Professional Growth ◽  
School Change ◽  
Large Scale ◽  
Development Method ◽  
University Partnership ◽  
The Government ◽  
The Impact

Large-scale educational reform is occurring in Canada, the USA and the UK. Different strategies for change have resulted, including the school-university partnership and teacher-led action research.  While this partnership and professional development method is perceived as a way to empower teachers it also appears to be riddled with issues of accountability. This study investigates the impact of participation in a school-university partnership, using action research as the professional development method for school improvement, on teaching professionals' sense of accountability and empowerment.  The findings from this study showed that these projects were organized from the top-down and teachers felt accountable to the government, their peers, their students, the School Board, the school community, and the project funding body.  However, teachers also were found to be empowered as they experienced shared decision making, teacher autonomy, professional growth, and school change.  This suggests that the relationship between accountability and empowerment is not a simple one.  

Sign in / Sign up

Export Citation Format

Share Document