NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ830866
Record Type: Journal
Publication Date: 2006-Dec
Pages: 9
Abstractor: As Provided
Reference Count: 8
ISBN: N/A
ISSN: ISSN-0965-0792
A Study of Participatory Action Research as Professional Development for Educators in Areas of Educational Disadvantage
James, E. Alana
Educational Action Research, v14 n4 p525-533 Dec 2006
This paper presents the final analysis of a mixed methodological study of participatory action research (PAR) as professional development. The participants were administrators and teachers studying extreme educational disadvantage caused by homeless and transient living conditions. Two questions are answered: 1. What was the experience of educators with the PAR process? 2. Why might PAR be a useful tool in addressing educational disadvantage. This study adds to the debate on use of PAR and challenges its usual deployment in the United States as "teacher research." Results drive the conclusion that wide-based, networked projects such as this can be a successful tool for adaptive leadership, allowing educators to address socio-economic disparities in their classrooms and schools.
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 Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States