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ERIC Number: ED440052
Record Type: Non-Journal
Publication Date: 2000-Feb
Pages: 167
Abstractor: N/A
Teachers as Researchers and Reformers: A Site-Based Master of Education Program in Curriculum & Instruction. Critical Pedagogy in Practice and Research.
Huber, Tonya
This report presents a teacher-based action research model for preparing classroom teachers to assume leadership roles in educational reform. A task force, convened in 1995 at one college, identified critical characteristics for integrating professional development and university requirements for a graduate degree. It evolved into a reflective learning cohort version of the M.Ed. in Curriculum and Instruction. This collaborative learning community cohort model focused on self-directed learning documented in professional portfolios; action research inquiry documented in a research portfolio or thesis; grant writing and reporting skills; professional conference participation and presentation; and development of specialized expertise through graduate work in a subject, discipline, or professional area consistent with individual teachers' professional goals and responsibilities. This report details the operationalization of this framework at three sites, highlighting how teachers emerged in leadership roles in school reform. It documents their experience in grant funding, action research, focus group interviewing, staff development planning, curricular change, and other professional development activities. Arts-based educational research data from 75 program participants are presented to support the finding that this approach to graduate programs prepares master educators to assume leadership roles in reforming education to meet today's students' complex needs. (Many sections contain references.) (SM)
Publication Type: Collected Works - General; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A