ERIC Number: ED431770
Record Type: RIE
Publication Date: 1999-Feb-16
Connecting Action Research and School Improvement: A Case of Ironic Consequences.
This paper describes how the researcher revised an action research class for preservice Masters students within the larger context of school improvement. Analysis of students' action research projects revealed some ironic and unintended consequences of linking action research to school improvement. Analysis of the researcher's own pedagogical efforts, teacher research texts, and school district policies shed light on the findings. This study was itself an action research project that mirrored data collection and analysis techniques many of the interns would use. This paper describes program and course information, student constructions of action research within the context of school improvement, and contexts for constructing action research. While students' action research projects had some value, the value was rarely for both the individual and the institution. Either students learned more about their pedagogical relationships with students and developed the reflective stance of an inside researcher, or they adopted the stance of a traditional outside researcher hired to evaluate a school program. (Contains 28 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (Chicago, IL, February 12-16, 1999) and at the Annual Meeting of the American Association for Colleges of Teacher Education (Washington, DC, February 24-27, 1999).