Action Research, School Change, and the Silencing of Teacher Voice

1995 ◽  
Vol 16 (4) ◽  
pp. 59-70 ◽  
Author(s):  
Nancy Fichtman Dana
Keyword(s):  
Action Research ◽  
School Change ◽  
Teacher Voice ◽  
Research School

scholarly journals Memaksimalkan Kemampuan Guru dalam Menganalisis SK-KD melalui Diskusi

2016 ◽  
Vol 2 (1) ◽  
pp. 82-90
Author(s):  
Suhaimi Suhaimi
Keyword(s):  
Action Research ◽  
Positive Response ◽  
Lesson Plans ◽  
Research School

Abstract: The ability of teachers in analyzing SK-SD a separate issue in school, the study was conducted in SMP N 2 Mount Sahilan, based on the phenomenon of still optimal capability of teachers in preparing SK-SD. This study uses the discussion in order to improve the ability of teachers to analyze SK-SD. This type of research is action research school with the results showed that the teacher gives a positive response to the draft action research compiled by the supervisor to improve the ability of teachers to prepare lesson plans, especially in the analysis / assessment tehadap Competency Standards and Basic Competence in order to develop the syllabus. The guidance that supervisors as research followed by teachers in earnest. Keywords: Capability Teachers, Discussions

Youth Participatory Action Research and Possibilities for Students of Color in Educational Leadership

2018 ◽  
Vol 54 (3) ◽  
pp. 366-395 ◽  
Author(s):  
Melanie Bertrand
Keyword(s):  
Action Research ◽  
Educational Leadership ◽  
Participatory Action Research ◽  
Students Of Color ◽  
White Supremacy ◽  
After School ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Research School ◽  
Community Issues

Background and Purpose: Students of Color hold intimate knowledge about institutional racism and White supremacy in schools—expertise that could be leveraged in school leadership. One approach that could mediate efforts to include Students of Color in leadership is youth participatory action research (YPAR), in which students and adult partners research school and community issues and take action. Guided by cultural historical activity theory, this article explores how YPAR may be a path to realizing the vision of including Students of Color in school decision making by sharing findings from a study of an after-school YPAR program for seventh and eighth graders. Research Methods/Approach: A range of data was collected, including videos of YPAR meetings and presentations and interviews with YPAR youth and school adults. Ethnographic and inductive approaches were used to analyze the data. Findings: Analysis of the data indicated that students within the YPAR program (re)positioned themselves as leaders through their production and presentation of intersectional, social justice research. School adults, however, positioned the students in contradictory ways. They verbalized support for student input without also positioning students as leaders while, in some cases, dismissing the students’ research and viewpoints. Implications: This article adds to the educational leadership field by indicating that YPAR and similar programs can act as mediators to increase the potential for Students of Color to expand their leadership at schools by shining light on existing leadership and opening up possibilities for students to further reposition themselves as leaders.

PELAKSANAAN SUPERVISI AKADEMIK SEBAGAI UPAYA UNTUK MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN

2019 ◽  
Vol 3 (4) ◽  
pp. 781
Author(s):  
Mangarahon Rambe
Keyword(s):  
Action Research ◽  
Mathematics Teachers ◽  
Research Data ◽  
Lesson Plans ◽  
Teacher Competencies ◽  
Research Subjects ◽  
Research School ◽  
Planning Implementation ◽  
Classroom Action Research ◽  
Implementation Plans

This research is motivated by a lack of understanding of teachers in preparing lesson plans in a complete and systematic manner, besides that the ability of teachers is not sufficient in developing the components of lesson plans according to the needs and abilities of students. The purpose of this study is to improve teacher competencies in preparing learning implementation plans through academic supervision. This research is a classroom action research. School action research is carried out in four stages, namely planning, implementation, observation and reflection, and carried out at least in two cycles. The research subjects were mathematics teachers totaling 6 people who were in the shade school of the researchers. The research instruments used were RPP documents and assessment observation sheets. The results of the study showed that the teacher's competence in preparing lesson plans in the first cycle was 40.90% which was included in the less category, in the second cycle it increased to 92.42% which was included in the good category. The conclusion based on the research data is that the teacher's competence in preparing lesson plans has increased after academic supervision.

PENERAPAN METODE PEMBERIAN TUGAS UNTUK MENINGKATKAN KEMAMPUAN GURU DALAM MEMANFAATKAN LINGKUNGAN SEKOLAH SEBAGAI SUMBER BELAJAR SDN 001 KUNTO DARUSSALAM

2017 ◽  
Vol 1 (1) ◽  
pp. 153
Author(s):  
Yulizon Yulizon
Keyword(s):  
Action Research ◽  
Data Processing ◽  
School Environment ◽  
Action Observation ◽  
Learning Resource ◽  
Research School ◽  
Application Method ◽  
Research Planning ◽  
Classroom Action Research

Based on observations while on some teachers found the following symptoms: the teachers in these schools take advantage of the school environment as a learning resource only two to three times in one semester. Teachers are more frequently present lessons in the classroom despite the presented materials related to the school environment. From the interviews, most of the teachers admitted reluctantly invites students to learn outside the classroom, for reasons difficult to supervise. In addittion there are teachers who said that they could not and did not know in the use of the school environment as a learning resource. In accordance with the formulation of the problem, the purpose of this study was to determine whether the application method of giving task if the task granting application method to enhance capabilities utilizing teachers in the school environment as a learning resource in SDN 001 Kunto Darussalam. This type of research is action research school (PTS), which aims to determine the success of the implementation task giving methods to increase. Utilizing the ability of teachers in the school environment as a learning resource in SDN 001 Kunto Darussalam. This study consisted of two cycles, as for each cycle performed in two meetings. The stages are passed in classroom action research, planning/ preparatory actions, Implementation of the action, observation and reflection. From the description of data processing and discussion it was concluded that the ability of master in environmental utilizing the school as a learning resource obtained in the first cycle of 43% with a good category and the second cycle increased to 76% with very good category. 

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.  

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