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ERIC Number: EJ870439
Record Type: Journal
Publication Date: 2009-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0266-7363
Using Grounded Theory and Action Research to Raise Attainment in, and Enjoyment of, Reading
Butterfield, Jill
Educational Psychology in Practice, v25 n4 p315-326 Dec 2009
This paper describes a small-scale, qualitative research project that critically reflects on the process and impact of using both grounded and action research to enhance attainment and enjoyment of reading, in such a way as to raise awareness at an individual and whole school level. The purpose of the project was to ascertain if the selected research methodology has the potential to provide a framework for the process of embedding new practice in schools. A primary school was selected as a case study and a systematic, constructivist grounded theory methodology used in order to examine the school in relation to its success in meeting the needs of the school community in the attainment and enjoyment of reading. The research design involved the gathering of multiple sources of data by conducting a series of solution focused interviews, direct observation, and teacher assessments of reading within the school. The interviews were coded and theoretical questions developed from the data. These were reflected back, on an ongoing basis, to the participants and the whole staff during service training. The questions and theory progressively emerged throughout the period of the research. The findings identify a number of constraints pertinent to the school which include issues such as time constraints and lack of personal involvement in the process of embedding initiatives. Key issues within the primary school involve leadership style, management and communication. Initial findings suggest that this is an effective approach to raising individual awareness across the school and has the potential to affect whole school functioning if used as a long-term process. It is a particularly enriching method for educational psychologists to use to facilitate a reflective problem-solving approach which keeps ownership and responsibility within the school. (Contains 5 tables and 2 notes.)
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 - Evaluative
Education Level: Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey