ERIC Number: ED430975
Record Type: Non-Journal
Publication Date: 1999-Feb
Reference Count: N/A
Teachers' Beliefs about Redesigning Instruction To Meet New Standards through Action Research.
Neapolitan, Jane E.
This study examined the beliefs of six Virginia teachers (two elementary and four middle) about redesigning instruction to meet new state standards of learning through action research. It focused on how teachers reconsidered current teaching practices in order to reconcile the demands of higher stakes learning with progressive ideas about curriculum, instruction, and assessment. The participants undertook action research projects in which they redesigned instructional units that incorporated some of the new standards. In doing so, each participant used an assessment tool, such as a rubric, checklist, or portfolio. Data for qualitative analysis were gathered from the action research projects, participants' written reflections, focus groups, and a 6-month followup survey of participants. Results showed that participants' students gained a more explicit understanding of the connection between learning and assessment, took responsibility for their learning, and received improved instruction. The participants gained autonomy and confidence for redesigning instruction, reached a higher level of problem- solving ability, and learned to use classroom data more effectively. Effects of the participants' action research on administrators and other teachers, however, were limited. (Contains 13 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia