Search results for: Collaboration
Page 6/11 101 items
Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research
In this study, the authors described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. Based on a rich set of data sources, the authors concluded that Sarah’s action research improved student learning and led to her own professional growth.
Updated: Sep. 05, 2010
The Collaborative Action Research Network: 30 Years of Agency in Developing Educational Action Research
This article provides an analysis of the Collaborative Action Research Network's (CARN) origins and development since its foundation in 1976. Cultural-historical activity theory is used as an analytical framework: key concepts are succinctly summarised and then used to identify and explore CARN's agency in developing educational action research. The article focuses on key themes of CARN's activity, such as developing teachers' knowledge as an engine of school reform, establishing an action research literature and supporting the challenging processes of collaboration. The article explores some of the disruptions and contradictions in CARN over the years. The article concludes with an agenda for future development.
Updated: Jun. 23, 2010
The author claims that if teachers are to participate in the politics that determine curriculum and pedagogy, education programs must provide differentiated credentials that welcome adults into teaching and offer insight into the processes of political organizing and public speech. The author concludes that it is only through collective public action with their peers and with their communities that teachers can influence curriculum and change their schools.
Updated: Apr. 27, 2010
Reflective Teaching as Self-Directed Professional Development: Building Practical or Work-related Knowledge
The purpose of this self-study is two-fold. Firstly, to aid in redressing the lack of attention given to the professional development of teacher educators; and secondly, to show that an attitude of self-directed inquiry combined with elements of reflective teaching enabled the author’s professional development. Specifically, the report shows how the author built practical or work-related knowledge in how to encourage the participation of a language-minority student in classroom discussions, differentiated instruction and learning and collaboration with colleagues.
Updated: Apr. 11, 2010
Collaborative Writing and Dis-Continuing Professional Development: Challenging the Rituals and Rules of the Education Game?
This paper discusses a critical challenge to current paradigms of continuing professional development within higher education institutions. A small group of higher-education-based teacher educators for the English post-compulsory sector describes and exposes the values and processes operating within a particular kind of professional development ‘space’ of their own creation. The main constituents of this way of working are identified and the process is illustrated with reference to the experience of collaborative writing within the group. The focus on criticality leads to an emerging concept of ‘critical collaborative writing’, and the implications of this particular example for higher education colleagues and institutions are explored.
Updated: Apr. 07, 2010
In this article the authors examine the challenges faced by teacher educators who struggle with the emotional and intellectual distance between their work in the university setting and the K-12 classroom. The authors propose the grounded practice model that describes an approach whereby teacher educators not only teach university-based classes but also extend their practice to the K-12 setting, with K-12 students. The authors consider the benefits of this approach. Finally, the authors suggest several models that provide teacher educators with the opportunity to work in both contexts.
Updated: Mar. 14, 2010
Participation, Roles and Processes in a Collaborative Action Research Project: A Reflexive Account of the Facilitator
This article analyses and discusses the roles and participation of those involved in a collaborative action research project to highlight the factors that influenced their content, quality and intensity. Emphasis is given to the reflections of the facilitator, who is the author, on the processes employed to achieve equal participation and roles in the action research. Meetings and interviews with teachers are content-analysed to provide descriptions of the timing, content and type of interactions among the members of the collaborative action research.
Updated: Jan. 12, 2010
This article investigates the value of practitioner enquiry in the development of common language and shared understandings. The participants were a group of mid-career professionals from a variety of public service backgrounds, brought together to formulate responses to the English agenda for integrating services. It draws upon data gathered from multi-professional action learning and focus groups via a collaboration between an English University and six regional authorities. The article concludes that collaborative multi-professional practitioner enquiry offers a realistic means of embedding this challenging aspect of policy.
Updated: Jan. 12, 2010
Learning for Professional Life: Student Teachers' and Graduated Teachers' Views of Learning, Responsibility and Collaboration
The focus of this study is on how final-semester students and newly-graduated teachers experience the formal objectives of teacher education, with a particular view of the concepts of learning, responsibility and collaboration.
Updated: Dec. 21, 2009
Supporting Learner-Centered ICT Integration: The Influence of Collaborative and Needs-Based Professional Development
A mixed-method study was carried out to examine how teacher attitude and professional development influence learner-centered Information Communication Technology (ICT) integration. A questionnaire, interviews and observations were used to gather data in a school district in Nova Scotia, Canada. Findings suggest that learner-centered ICT integration is more likely to occur needs-based, collaborative professional development programs are provided.
Updated: Nov. 16, 2009