Search results for: Ross John A.
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In this article, the authors focused on findings from qualitative research on the effects of action research by reporting two linked quantitative studies. The authors' first goal was to triangulate the findings from their quantitative inquiry with the results from qualitative studies in order to increase the generalizability of claims previously reported. Their second goal was to identify potential moderators of action research impact on teachers. The contribution of these two studies to the corpus of action research literature is twofold. First, the authors confirmed two important benefits of action research participation reported by qualitative researchers, improved teacher attitudes to educational research and increased self-efficacy. Second, they found moderators of the impact of action research that help identify conditions in which action research is particularly likely to benefit teachers.
Updated: Apr. 29, 2014
The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement
The current article reports on the impact of a classroom-embedded professional learning program for mathematics teaching in two contrasting districts in Canada. Furthermore, the article explores the relationship between teacher efficacy and student achievement. The analysis of data revealed that the two districts reported learning very different things from the professional learning opportunity.
Updated: Apr. 14, 2011
We outline a theory of teacher change that links self-assessment to professional growth. We apply the change in mathematics teaching and report on an 8 grade mathematics teacher. The change contributed to excellence in teaching, assisting with clear standard of teaching, facilitating communication with teacher peers, and increasing the influence of external agents on teacher practice.
Updated: Jul. 13, 2008