Search results for: Ado Kathryn

In this article, the author analyzes how participation in teacher-led, semester-long, action research projects influences early career teacher perceptions of support and learning. Results show that teacher-led action research projects as a professional development structure contribute to the development of a supportive professional culture, feelings of context-specific support, and feelings of empowerment and being overwhelmed in an urban school staffed primarily with early career teachers.