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ERIC Number: EJ906593
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-1935-3308
The Role of Action Research in Empowering Teachers to Change Their Practice
Bradley-Levine, Jill; Smith, Joshua; Carr, Kari
Journal of Ethnographic & Qualitative Research, v3 n3 p152-161 2009
Universities need to work with teachers to dispel the belief that research is disconnected from practice and teachers must be open to the benefits of action inquiry. This study examined the process and impact of conducting action research on teachers' perceptions of practice and professionalism. Twelve teachers enrolled in a master's level course on action research participated in the study. Field notes, interviews, and a review of email correspondence and course assignments comprised the data sources for the study. Data analysis utilized the consensual qualitative research framework. Teachers reported increased confidence, empowerment, better use of data to inform practice, and a transition toward student-centered reflection. Implications for teacher education and professional development, along with directions for future research were included.
Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A