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ERIC Number: EJ1070293
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1366-4530
Using Practitioner Inquiry within and against Large-Scale Educational Reform
Hines, Mary Beth; Conner-Zachocki, Jennifer
Teacher Development, v19 n3 p344-364 2015
This research study examines the impact of teacher research on participants in a large-scale educational reform initiative in the United States, No Child Left Behind, and its strand for reading teachers, Reading First. Reading First supported professional development for teachers in order to increase student scores on standardized tests. The authors were part of the team delivering university courses to augment that training so that teachers could earn graduate credit in the authors' state. Participants in the two-year study included 250-400 Reading First K-3 reading teachers in about 60 schools. In hopes of empowering teachers in what the authors felt was an over-prescriptive reading program that imposed numerous constraints on teachers, they viewed teacher research as a way to work within and against the Reading First agenda. Investigating the impact of teacher research on participants, the authors used mixed methods and found a powerful gain in teachers' self-efficacy resulting from the inquiry projects.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001