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ERIC Number: EJ1107549
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0965-0792
Principals and Teachers as Partners in Critical, Participatory Action Research
Nixon, Rhonda
Educational Action Research, v24 n3 p404-423 2016
This article reports on a two-year study of one principal's professional learning practices in "Transform," a professional learning program in Edmonton Catholic Schools, Alberta, Canada. Transform was designed to be a bottom-up, morally-oriented professional learning approach in which principals and teachers worked as partners on critical, participatory action research projects. This article examines the research question "How are principals shifting from technically- to morally-oriented professional learning practices in their schools?" and explores one theme--co-creating social spaces for risk-taking--to illustrate how principals shifted from being managers of teachers' learning to being partners with teachers in researching and refining classroom practices.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; High Schools; Secondary Education; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Edmonton)
Grant or Contract Numbers: N/A