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ERIC Number: ED429957
Record Type: Non-Journal
Publication Date: 1999
Pages: 12
Abstractor: N/A
Reference Count: N/A
Supporting Systematic Change through Action Research.
Holm, Daniel T.; Hunter, Karen; Welling, Judith
This paper examines how a series of action research projects, supported and guided through a university-public elementary school partnership program, began. It also presents the content and impact of the action research projects from the voices of a university professor, classroom teacher, and principal. The partnership promoted study groups which involved preservice and inservice teachers and were led by university education faculty. The groups explored such topics as multiple intelligences, block scheduling, emotional intelligence, inclusion, literature-based reading programs, and cultural awareness of diverse students. The preservice and inservice teachers worked on their action research projects by focusing on five areas: problem formation, data collection, data analysis, reporting the results, and action planning. Participants found the projects exciting and rewarding. The action research helped create systematic change in teachers' attitudes about themselves, their teaching, and their teaching abilities. It also helped improve student learning as teachers researched new areas, improved teacher effectiveness as teachers experimented and reflected on educational innovations, contributed to teacher professional development as they shared what they learned with colleagues, and helped teachers overcome isolation. (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A