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ERIC Number: EJ872651
Record Type: Journal
Publication Date: 2010
Pages: 18
Abstractor: ERIC
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0737-5328
Sustaining Teachers' Growth and Renewal through Action Research, Induction Programs, and Collaboration
Gilles, Carol; Wilson, Jennifer; Elias, Martille
Teacher Education Quarterly, v37 n1 p91-108 Win 2010
Action research, also called classroom or teacher research, has been defined as "systematic, intentional inquiry by teachers". Action research encourages school personnel to systematically develop a question, gather data, and then analyze that data to improve their practice. Over the last 15 years, the complexities of using action research in schools have been well documented; however, few studies have explored the effects of prolonged action research engagement on schools. This investigation offers a unique lens with which to view action research. In an earlier study, teachers at Parkland Elementary School were interviewed to determine the impact of a school-university partnership on teachers and teaching at one school (Gilles & Cramer, 2003). Action research emerged as one of the engines that drove renewal in this school. For the current inquiry, the data were further examined to unpack the complex interactions surrounding action research and to describe what factors led to the group's growth and longevity. Although many change initiatives are short lived, Parkland's action research group had existed for seven years at the time of the research. It was required for those involved in an induction program, the Teaching Fellows, and was voluntary to all other teachers.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri