ERIC Number: ED440396
Record Type: Non-Journal
Publication Date: 1999-Jul
Reference Count: N/A
Improving Classroom Practice: Inviting Undergraduates To Become Teacher Researchers.
Tighe, Mary Ann
When a university educator reflected upon her experience as a teacher of preservice English teachers, she concluded that integrating action research into three courses and an internship assignment can be effective, and perhaps, more effective than a separate, theoretical course in action research itself. Most educators agree that action research is a valuable type of research, that research conducted by teachers in their own classrooms is meaningful, and that it is the most effective strategy for bringing about change in the classroom. The courses in question were: Young Adult Literature, Theory and Practice of Composition, and Methods and Materials for the Secondary Teacher of English Language Arts. In each course, students followed four basic steps: (1) they assumed the role of teacher, working with one or more students in a secondary English classroom; (2) they observed, collected data, and took notes; (3) they reflected; and (4) they drew conclusions about what they learned and considered the implications for their own classrooms. Appendixes contain course assignments and internship assignment. (NKA)
Descriptors: Action Research, Assignments, Classroom Research, Classroom Techniques, English Teacher Education, English Teachers, High Schools, Higher Education, Preservice Teacher Education, Preservice Teachers, Teacher Researchers, Teacher Role
For full text: http://www.nyu.edu/education/teachlearn/ifte/tighe1.htm.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A