The purpose of this study is to profile four university science instructors who utilized action research as a means of learning how to develop and integrate a novel curriculum innovation -- engineering design -- in their science courses. Data included curriculum maps, lesson plans, notes from group meetings, and instructor reflections. Data…

Although the literature contains many examples of extensive professional development (PD) programs, most science teachers experience only a few hours of PD each year. To address this reality, alternative PD delivery tools need to be examined. Since the mid-1990s, video cases have emerged as a flexible form of PD where in-service teachers can…

Action research provides valuable opportunities for preservice teachers to improve their practice, their understanding of their practice, and the situation in which their practice takes place. Moreover, action research empowers preservice teachers to critically examine an experience that demonstrates their potential to be influential researchers…

This study examines a fifth grade science teacher's attempts at integrating engineering design using the construct of uncertainty. Collaborative action research served as a supportive mechanism to uncover and confront the teacher's uncertainties. Data were gathered through semi-structured interviews, reflections, classroom observations, lesson…

Engaging in sustained and collaborative action research is one way science teachers can build the bridge between improving student learning and their own professional learning as teachers and teacher-researchers. This article presents a series of practical strategies for science teachers who want to gain a new sense of confidence from conducting…

This study examined the integration of technology enhanced formative assessment (FA) into teachers' practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The…

The purpose of this study was to examine the experiences of three science teachers attempting to transform their practice by conducting action research on feminist science teaching. The teachers engaged in systematic, self-critical inquiry of their own practice and joined 8 other science teachers to engage in collaborative conversations about the…

In this article we explore the concept of quality in teacher action research by re-examining our participation with science teachers in several different collaborative action research projects. We conducted second-order action research and generated a series reflexive conditions for promoting and ensuring quality action research. We assert that a…

The purpose of this article is to examine the teacher research movement from the perspective of three generations of teacher researchers within the context of a unique collaborative science teacher action research group. The question that guided the study was the following: In what ways do three generations of science teachers perceive their…