Search results for: Collaborative action research
Page 2/3 21 items
Collaborative Action Research Approaches Promoting Professional Development for Elementary School Teachers
This study involved eight action research teacher teams. Analysis of the teams as they conducted action research resulted in the identification of three collaborative action research approaches promoting professional development. The findings showed that collaborative engagement of teachers in these approaches was influenced by three factors: time to engage and collaborate, workload, and group dynamics.
Updated: Feb. 08, 2012
This paper reports on how science teachers as action researchers investigated their teaching roles through autobiographical and collaborative reflection to become familiar with the changes in their teaching role when teaching with computer technology. Furthermore, the article details the author's role as the facilitator of the collaborative action research project.The design of the study was framed by the action research space framework and the conditions for quality collaborative action research framework. Collaborative sharing of teaching and learning experiences helped participants negotiate the changes in their teaching roles and also revealed how they underscored these changes in relation to students’ learning of science content.
Updated: May. 19, 2011
Teacher Learning and Collaborative Action Research: Generating a “Knowledge-of-Practice” in the Context of Science Education
The main purpose of this research was to examine how conceptions of teacher knowledge and learning emerged within a collaborative action research community. This study occurred over a 3-year period from 2004 to 2007 and involved over 50 teachers from three different school districts. However, the article highlights the experiences and learning of one of those teachers, Katrina. The experiences of Katrina provide detailed insight into the nature of learning within an action research community of practice. This learning reflects many of the characteristics of the “knowledge-of-practice” conception.
Updated: May. 19, 2011
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
Understanding Change in Teachers’ Ways of Being through Collaborative Action Research: A Cultural–Historical Activity Theory Analysis
The authors’ goal is to seek to understand the factors that affect changes in the teachers’ identities. The authors report on a study of teachers engaged in collaborative action research (CAR) to improve their implementation of digital photography in their teaching. The research design combines the use of ethnographic methods, participatory evaluation methods and action research. The authors use cultural–historical activity theory to understand why the data suggest that there was little change in the teachers’ identity by the end of the first cycle of action research, while those who participated in both the initial action research and the CAR group had a change in their identities.
Updated: Jun. 23, 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
Bridging the Real and Ideal: A Comparison between Learning Community Characteristics and A School-based Case Study
This study investigates a small Canadian school's initial attempt at promoting a “learning community” approach. The study also compares it to the ideals of collaborative teamwork set out by recent scholarship.
Updated: Apr. 01, 2009
The Implementation of A Collaborative Action Research Programme for Developing Inclusive Practices: Social Learning in Small Internal Networks
In this study, the authors implement a programme of collaborative action research with the purpose of investigating the degree to which it could contribute to the development of inclusive practices. The findings shed further light on the nature of differentiation in the preparation and teaching of teachers in relation to inclusive education as well as on the role of teachers as leaders in this process. Inclusive practices in Cyprus schools, then, should not be approached as simplistic recipes or trite formulas but as social learning that will be developed in small networks and communities of practice.
Updated: Dec. 14, 2008
When Students Negotiate: An Action Research Case Study of a Year 8 English Class in a Secondary College in Victoria, Australia
This article describes what happens when students are given the opportunity to be part of the decision-making process, both in the negotiation of what takes place in the classroom and in the 'action' of the action research process itself. An action research approach was used as the most appropriate method by which to analyze the experiences of students and teacher as they negotiated three action research cycles in their Year 8 English classes. Specifically, the research focused on the connection between negotiated learning and motivation.
Updated: Oct. 05, 2008
The article explores the content and structure of pedagogical values, utilizing 24 teachers who were encouraged to articulate their beliefs regarding their professional morality and their school community. The study emphasizes the value structure that should prevail in schools, so they could be considered educative institutions, and claims that the teaching profession should be recognized as a complex of ideals essential to teachers' roles.
Updated: May. 27, 2008