ERIC Search 1988-92 Action Research
149 of 584
AN: EJ396009
CHN: SP518849
AU: Kemmis,-Stephen; Di-Chiro,-Giovanna
TI: Emerging and Evolving Issues of Action Research Praxis: An Australian Perspective.
JN: Peabody-Journal-of-Education; v64 n3 p101-30 Spr 1987 (Published in 1989)
DT: Journal Articles (080); Opinion Papers (120)
LA: English
DE: Educational-Environment; Elementary-Secondary-Education; Foreign-Countries; Foundations-of-Education
DE: *Action-Research; *Educational-Change; *Educational-Improvement; *Group-Dynamics
ID: Australia-; Deakin-University-Australia; Social-Reproduction
ID: *Collaborative-Research
IS: CIJJAN90
AB: Two major contradictions found in the "Deakin view" of action research are identified and discussed. These contradictions are characterized by the tension between individual and cultural/collective action in action research; and the tension between technical and practical conceptions and culturally based conceptions of the nature of educational improvement. (IAH)
CH: SP
FI: EJ
DTN: 080; 120
129 of 584
AN: EJ417491
CHN: SP519991
AU: McCutcheon,-Gail; Jung,-Burga
TI: Alternative Perspectives on Action Research.
PY: 1990
JN: Theory-into-Practice; v29 n3 p144-51 Sum 1990
ULIB Per LB 1028 T42 v.1+ Feb.1962+(issues missing) ; ULIB MIC Per LB 1028 T42 (microfilm) v.1+ 1962+;ULIB MIC Per LB 1028 T42 (microfilm) v.1+ 1962+
SN: ISSN-0040-5841
AV: UMI
NT: Ten additional articles which focus on the theme "Teacher as Researcher" are included in this issue.
DT: Journal Articles (080); Opinion Papers (120)
LA: English
DE: Critical-Theory; Educational-Philosophy; Educational-Theories; Elementary-Secondary-Education; Teacher-Attitudes; Teaching-Experience
DE: *Action-Research; *Research-Methodology
ID: Interpretive-Research; Positivism-
ID: *Teacher-Researchers
IS: CIJMAR91
AB: Action research can take on different characteristics because underlying it are differing epistemological assumptions, which in turn shape methodological choices as well as how problems are formulated. This article examines three perspectives, and their accompanying methodologies, common to action research: positivism, interpretivism, and critical science. (IAH)
CH: SP
FI: EJ
DTN: 080; 120
289 of 584
AN: ED310656
CHN: HE022719
AU: McKernan,-Jim
TI: Varieties of Curriculum Action Research: Constraints and Typologies in Anglo-Irish and American Projects.
PY: 1989
NT: 28 p.; Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA March 27-31, 1989).
PR: EDRS Price - MF01/PC02 Plus Postage.
DT: Speeches /Meeting Papers (150); Reports - Descriptive (141)
CP: Ireland
LA: English
PG: 28
DE: Comparative-Analysis; Higher-Education; Models-; Research-Needs; Surveys-
DE: *Action-Research; *College-Curriculum; *Curriculum-Research; *Foreign-Countries
ID: Northern-Ireland; United-Kingdom; United-States
ID: *Ireland-
IS: RIEFEB90
AB: Curriculum research is reviewed. In Part 1, a survey is reported that was designed to: (1) acquire information on action research projects in Ireland (North and South), the United Kingdom, and the United States; (2) determine the principal method of data collection; (3) identify the rank-order priority of constraints on research; (4) classify studies as practical, scientific, or critical; (5) identify reasons for action research; and (6) identify influential action researchers and exemplars. The following factors were identified and rank-ordered as constraints on action research: time to do research; lack of resources; problems in school organization; acquiring skills and knowledge to conduct research; division of labor in curriculum research; and the language of educational research. In Part 2, aspects of the three-nation action research project are discussed, focusing on models of action research labeled scientific, collaborative, and critical conceptions. It is argued that educational institutions and publishers have tended to constrain the development of an international conception of educational action research. Contains 28 references. (KM)
LV: 1
CH: HE
FI: ED
DTN: 150; 141
161 of 584
AN: EJ395997
CHN: SP518837
AU: McKernan,-Jim
TI: Action Research and Curriculum Development.
JN: Peabody-Journal-of-Education; v64 n2 p6-19 Win 1987 (Published in 1989)
DT: Journal Articles (080); Opinion Papers (120)
LA: English
DE: Educational-History; Educational-Researchers; Elementary-Secondary-Education; Problem-Solving; Research-Methodology
DE: *Action-Research; *Curriculum-Development; *Teacher-Role
ID: *Teacher-Researchers
IS: CIJJAN90
AB: This article explores the historical and philosophical evolution of action research as it has emerged as a scientific enterprise, examines links between action research and teacher involvement in curriculum research and development, and outlines related constraints on practitioners. (IAH)
CH: SP
FI: EJ
DTN: 080; 120
196 of 584
AN: EJ373364
CHN: EA522154
AU: McKernan,-Jim
TI: The Countenance of Curriculum Action Research: Traditional, Collaborative, and Emancipatory-Critical Conceptions.
PY: 1988
JN: Journal-of-Curriculum-and-Supervision; v3 n3 p173-200 Spr 1988
AV: UMI
DT: Journal Articles (080); Opinion Papers (120)
LA: English
DE: Curriculum-Design; Curriculum-Development; Educational-Strategies; Elementary-Secondary-Education; Models-
DE: *Action-Research; *Curriculum-Research; *Research-and-Development; *Research-Methodology; *Research-Utilization
IS: CIJNOV88
AB: Action research is a rigorous, systematic approach to clearly defining problems and specifying plans of action to improve curriculum. This paper examines the evolution of curriculum action research as a scientific enterprise, discusses key concepts of action research, and presents a practical model of the action-research process. (TE)
CH: EA
FI: EJ
DTN: 080; 120
191 of 584
AN: EJ377035
CHN: SP518000
AU: McKernan,-Jim
TI: Teacher as Researcher: Paradigm and Praxis.
PY: 1988
JN: Contemporary-Education; v59 n3 p154-58 Spr 1988
AV: UMI
DT: Journal Articles (080); Opinion Papers (120); Reports - Descriptive (141)
LA: English
DE: Models-; Professional-Development; Research-Methodology; Research-Utilization; Theory-Practice-Relationship
DE: *Action-Research; *Curriculum-Development; *Curriculum-Research; *Teacher-Role
ID: *Teacher-Researcher-Relationship
IS: CIJJAN89
AB: This article describes a model for action research which encourages collaboration between researchers and teachers, especially in curricular research and development. This model encourages teachers to act as researchers. A rationale is discussed and steps to follow are given. (JL)
CH: SP
FI: EJ
DTN: 080; 120; 141
317 of 584
AN: ED305272
CHN: SO019343
AU: McKernan,-Jim, Ed.
TI: Irish Educational Studies, 1988.
CS: Educational Studies Association of Ireland, Dublin.
PY: 1988
JN: Irish-Educational-Studies; v7 n1-2 1988
AV: Irish Educational Studies, Business Editor, Education Department, University College Dublin, Belfield, Ireland.
NT: 412 p.; For earlier issues, see ED 292 696.
PR: EDRS Price - MF01/PC17 Plus Postage.
DT: Collected Works - Serials (022)
CP: Ireland
LA: English
PG: 412
DE: Foreign-Countries; Postsecondary-Education
DE: *Educational-History; *Elementary-Secondary-Education; *Higher-Education; *Teacher-Education-Programs
ID: *Ireland-
IS: RIEAUG89
AB: A total of 25 papers are included in the two issues of this series (12 in issue number 1; 13 in issue number 2), as follows: (1) "Recent Trends in Teacher Education in England" (V. McClelland); (2) "American Educational Reform: Is the Cure Worse Than the Disease" (R. Barger); (3) "Professional Attitudes" (G. Gaden); (4) "Lost in a Book" (T. Mullins); (5) "An Action Research Approach to Children's Literature" (B. Wortley); (6) "Subject Integration and Personal Development through a Non-Directive Investigative Group Project within an Undergraduate Management Program" (S. Fawcett; S. Laverty); (7) "Teacher Empowerment in a Curriculum Project" (D. Leonard); (8) "Music Standards and Dispositions of Students Entering a College of Education" (B. Spelman; M. Killeavy); (9) "A Comparison of the Cognitive Demands Made by the Integrated Science Curriculum Innovation Project with Those Made by Its Written Examination for the Intermediate Certificate of Education" (M. O'Maoldomhnaigh; S. O'Bealain); (10) "Computers in Primary Education" (G. Enright); (11) "The Dimensions of Mathematical Giftedness" (E. O'Chriagain); (12) "Making Sense of Condoned Absenteeism: Parents' and Pupils' View" (L. Caul; J. Harbison); (13) "Governesses, Tutors, and Parents: Domestic Education in Ireland, 1700-1880" (J. Logan); (14) "Teacher Education: The Collapse of Its All-Ireland Dimensions in 1922" (S. Farren); (15) "Developing the History Curriculum in the Primary School, 1922-1986" (A. Motherway); (16) Alfred O'Rahilly: Pathfinder in Adult Education" (M. O'Murchu); (17) "Soviet Pedagogical Theory and Methodology, 1917-1980" (D. Hainsworth); (18) "The Background, Motivation, and Personality Characteristics of Two Groups of Student Teachers" (S. O'Connell); (19) "Personality Variables, Attitudes, and Attainments in Boys Aged 11-14" (J. Whyte); (20) "Education for the Labour Market: A Critique" (P. Geraghty); (21) "Transition from School to Work: Cohort Evidence from Northern Ireland on Post-Compulsory School Activities and Influencing Factors" (L. McWhirter; And Others); (22) "Thoughts on Discipline in Our Schools" (D. Dunphy; And Others); (23) "Stress: Fact or Fiction? A Study of Perceived Stress in a Coeducational Second-Level School in Rural Ireland" (B. Barnicle); (24) "Values Clarification as a Methodology in Moral Education" (A. Breslin); and (25) "Traveller People and the Education System" (T. O'Briain). (JHP)
LV: 1
CH: SO
FI: ED
DTN: 022
155 of 584
AN: EJ396003
CHN: SP518843
AU: Oberg,-Antoinette; McCutcheon,-Gail
TI: Teachers' Experience Doing Action Research.
JN: Peabody-Journal-of-Education; v64 n2 p116-27 Win 1987 (Published in 1989)
DT: Journal Articles (080); Reports - Research (143)
LA: English
DE: Education-Courses; Foreign-Countries; Higher-Education; Teacher-Education-Programs
DE: *Action-Research; *Research-Design
ID: Canada-West
ID: *Teacher-Researchers
IS: CIJJAN90
AB: This article presents results of a survey of 10 teachers which was designed to explore teachers' experiences with action research. Concrete examples of what it's like to do action research are viewed as a valuable resource for teachers and for teacher educators who teach action research courses. (IAH)
CH: SP
FI: EJ
DTN: 080; 143
229 of 584
AN: EJ337405
CHN: CS732944
AU: Grundy,-Shirley
TI: Kewdale Revisited: Knowledge, Action and the Teaching of English.
PY: 1986
JN: English-in-Australia; n75 p23-35 Mar 1986
DT: Journal Articles (080); Opinion Papers (120); Reports - Descriptive (141)
LA: English
DE: Curriculum-Development; Educational-Change; Educational-Improvement; Educational-Theories; Elementary-Secondary-Education; English-Instruction
DE: *English-Curriculum; *English-Teacher-Education; *Inservice-Teacher-Education; *Professional-Development; *Teacher-Response; *Theory-Practice-Relationship
ID: Martin-Report; Project-Design
ID: *Kewdale-Project
IS: CIJOCT86
AB: Describes action research through which systematic improvement in both practice and understanding occurs through planning, acting, observing, and reflecting. Then, applies this research to the Kewdale project, focusing particularly upon the kinds of knowledge that were generated by the participants and the sorts of actions that took place in their classrooms during the project. (HOD)
CH: CS
FI: EJ
DTN: 080; 120; 141
164 of 584
AN: EJ394357
CHN: SO519611
AU: Argyris,-Chris; Schon,-Donald-A.
TI: Participatory Action Research and Action Science Compared: A Commentary.
PY: 1989
JN: American-Behavioral-Scientist; v32 n5 p612-23 May-Jun 1989
AV: UMI
DT: Journal Articles (080); Opinion Papers (120)
LA: English
DE: Action-Research; Higher-Education; Qualitative-Research; Social-Sciences
DE: *Behavioral-Science-Research; *Research-Methodology
ID: Action-Science; Xerox-Corporation
ID: *Participatory-Action-Research
IS: CIJDEC89
AB: Illustrates the differences between participatory action research (PAR) and action science by exploring Xerox Corporation's participatory action research (PAR) efforts. Points out practical limitations and conceptual gaps of PAR. Emphasizes that the key to valuable research is to meet the standards of appropriate rigor without sacrificing relevance. (KO)
CH: SO
FI: EJ
DTN: 080; 120
229 of 584
AN: EJ337405
CHN: CS732944
AU: Grundy,-Shirley
TI: Kewdale Revisited: Knowledge, Action and the Teaching of English.
PY: 1986
JN: English-in-Australia; n75 p23-35 Mar 1986
DT: Journal Articles (080); Opinion Papers (120); Reports - Descriptive (141)
LA: English
DE: Curriculum-Development; Educational-Change; Educational-Improvement; Educational-Theories; Elementary-Secondary-Education; English-Instruction
DE: *English-Curriculum; *English-Teacher-Education; *Inservice-Teacher-Education; *Professional-Development; *Teacher-Response; *Theory-Practice-Relationship
ID: Martin-Report; Project-Design
ID: *Kewdale-Project
IS: CIJOCT86
AB: Describes action research through which systematic improvement in both practice and understanding occurs through planning, acting, observing, and reflecting. Then, applies this research to the Kewdale project, focusing particularly upon the kinds of knowledge that were generated by the participants and the sorts of actions that took place in their classrooms during the project. (HOD)
CH: CS
FI: EJ
DTN: 080; 120; 141
339 of 1121
AN: ED401047
CHN: PS024844
AU: Borgia,-Eileen-T.; Schuler,-Dorothy
TI: Action Research in Early Childhood Education. ERIC Digest.
CS: ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, Ill.
SP: Office of Educational Research and Improvement (ED), Washington, DC.
RN: EDO-PS-96-11
CN: RR93002007
PY: 1996
NT: 3 p.
PR: EDRS Price - MF01/PC01 Plus Postage.
DT: Information Analyses - ERIC IAP's (071); ERIC Digests in Full Text (073)
CP: U.S.; Illinois
LA: English
PG: 3
DE: Critical-Thinking; Data-Collection; Early-Childhood-Education; Educational-Research; Professional-Development; Qualitative-Research; Reflective-Teaching; Self-Evaluation-Individuals; Teacher-Effectiveness; Teacher-Improvement
DE: *Action-Research; *Classroom-Research; *Participatory-Research; *Research-Design; *Research-Methodology
ID: ERIC-Digests
ID: *Teacher-Researchers
IS: RIEMAR97
AB: Action research is an approach to professional development and improved student learning in which teachers systematically reflect on their work, seek feedback from colleagues, and make changes in their practice. Several benefits of action research have been cited: (1) teachers investigate their own practice in a new way, looking at what children actually do and what they themselves do; (2) teachers develop a deeper understanding of children, of the learning process, and of their role in the educational lives of children; (3) teachers are viewed as equal partners with their collaborators in deciding what works best in their situation; (4) solutions are arrived at cooperatively; (5) teachers are often more committed to implementation of a project that they have been involved in designing; and (6) action research is an ongoing process--its principles can be applied elsewhere. Action research begins with a focus or question, which frequently is modified as data are gathered and the process continues. After reflection and discussion, a research question is conceptualized, and a plan of action is developed. The teacher implements the plan, keeping detailed anecdotal records. The research methods used are often qualitative, including detailed documentation, although quantitative methods are sometimes included for triangulation purposes. Involvement in action research includes: (1) commitment--those who agree to participate should know that they will be involved with the project for a year or more; (2) collaboration--the power relations among participants are equal; (3) concern--the interpretive nature of action research means that the participants will develop a support group of critical friends; (4) consideration--reflection is a challenging, critical assessment of one's own behavior as a means of developing one's craftsmanship; and (5) change--change is ongoing and difficult, but it is an important element in remaining effective as a teacher. (Contains 10 references.) (LPP)
LV: 1
CH: PS
FI: ED
DTN: 071; 073
TX:
Action research is an approach to professional development and
improved student learning in which teachers systematically reflect on
their work and make changes in their practice. It is sometimes
difficult to convince teachers that change is necessary or
practicable when those promoting change are outside the teacher's own
classroom or when an innovation is imposed from the "top down."
Undertaken by practitioners, action research involves looking at
one's own practice, or a situation involving children's development,
behavior, social interactions, learning difficulties, family
involvement, or learning environments, and then reflecting and
seeking support and feedback from colleagues. Patterson and Shannon
(1993) describe action research as "inquiry in which practicing
teachers try to understand the particular individuals, actions,
policies, and events that make up their work environment in order to
make professional decisions" (p. 8). Garner (1996) defines action
research more specifically as a systematic, reflective, collaborative
process that examines a situation for the purpose of planning,
implementing, and evaluating change.
APPEAL FOR PRACTICING TEACHERS
Interest in action research is growing partly because practitioners
find they can be in leadership positions as they plan, conduct, and
evaluate research on their own practice, instead of relying on
library research or double-blind experiments. Good action research
integrates theory, practice, and meaningful, concurrent application
of results. While action research is a subjective study of one
situation, and the results may not be generalizable, many teachers
and researchers now acknowledge that wisdom can be found in the
voices of individuals as they live their own experience, reflect on
its meaning, and take action to change what they perceive to be in
need of change. For example, early childhood educators often use
ineffective traditional rituals and practices, such as daily rote
exercises involving calendar and weather, holiday curricula, learning
"a letter a week," and isolated skill-and-drill, in lieu of methods
that result in meaningful reading or mathematics learning. While it
might be difficult to stop such practices from the outside, a teacher
is likely to discover their futility upon closer investigation made
possible through action research. Similarly, for teachers who are
expected to conduct academic tasks that are not appropriate for young
children, an action research study can assist the teacher in
convincing others of the value of using alternative, more meaningful
methods. Several additional benefits of action research have been
cited:
* Teachers investigate their own practice in a new way, taking a
closer look at what children actually do and what they themselves do.
* Teachers develop a deeper understanding of children, of
the teacher-learning process, and of their role in the
educational lives of children.
* Teachers are viewed as equal partners with their
collaborators in deciding what works best in their
situation, thus reducing the possibility for unequal
power relationships that might otherwise develop among
university researchers, curriculum developers,
administrators, and teachers (McLean, 1995).
* Solutions are arrived at cooperatively.
* Teachers are often more committed to implementation of a
project that they have been involved in designing.
* Action research is an ongoing process, rather than a
program, and its principles can be applied elsewhere.
THE PROCESS OF ACTION RESEARCH
Feldman (1995) and others describe action research as a process; a
unique orientation towards inquiry. Garner (1996) proposes a cyclical
paradigm: "To learn is to change; to change is to create; and to
create is to learn." Takala's (1994) steps in the process include the
following: identify the question; create a solution; implement the
solution; evaluate; and modify one's ideas and practice in light of
the evaluation. At each stage, there is considerable self-reflection,
collaborator reflection, and dialogue. Educators begin with a focus
or question, which frequently is modified as data are gathered and
the process continues. After reflection and discussion, a research
question is conceptualized, and a plan of action is developed. The
teacher implements the plan, observing and keeping detailed anecdotal
records. Kemmis (1988) described a similar cycle as a spiral in which
each cycle increases the researcher's knowledge of the original
question, leading to its solution or to a new question. Gummesson
(1991) noted that within the process of action research, data
collection, analysis, action, decision making, implementation, and
change often take place concurrently.
TOOLS OF ACTION RESEARCH
The research methods are selected to respond to the particular
question that is proposed. It is more common to see qualitative
methods, with an emphasis on discovery and interpretation, than to
see hypothesis testing, correlation studies, or other kinds of
statistical analysis. Preferred methods include in-depth interviews,
participant observation, case study, self-study, and telling of
stories. Documentation occurs through carefully detailed descriptions
of people, events, and settings; field notes; interactive journals;
memos; minutes of meetings; transcriptions; portfolios; photographs;
films; and tape recordings. Validity in action research is obtained
when there are multiple perspectives. Typically it is helpful to have
at least three different data sources a method referred to in the
literature as triangulation (Smith, 1979). Quantitative methods, such
as surveys, checklists, test scores, and report cards, can provide
another perspective.
COMPONENTS OF ACTION RESEARCH--FIVE C'S
Involvement in action research includes Commitment, Collaboration,
Concern, Consideration, and Change.
COMMITMENT. Action research takes time. The participants need time to
get to know and trust each other and to observe practice, consider
changes, try new approaches, and document, reflect, and interpret the
results. Those who agree to participate should know that they will be
involved with the project for a year or more, and that the time
commitment is a factor that all participants should consider
carefully.
COLLABORATION. In action research, the power relations among
participants are equal; each person contributes, and each person has
a stake. Collaboration is not the same as compromise, but it involves
a cyclical process of sharing, of giving, and of taking. The ideas
and suggestions of each person should be listened to, reflected upon,
and respected.
CONCERN. The interpretive nature of action research (for example,
relying on personal dialogue and a close working relationship) means
that the participants will develop a support group of "critical
friends." This kind of relationship requires risk taking, and a kind
of vulnerability exists. Trust in each other and in the value of the
project is important.
CONSIDERATION. Reflective practice is the mindful review of one's
actions specifically, one's professional actions. Reflection requires
concentration and careful consideration as one seeks patterns and
relationships that will generate meaning within the investigation.
Reflection is a challenging, focused, and critical assessment of
one's own behavior as a means of developing one's craftsmanship.
CHANGE. For humans, growing and changing are part of the developmental
cycle of life. Change is ongoing and, at times, difficult, but it is
an important element in remaining effective as a teacher. Change is
possible if one has the right nurturing and support, and the results
are worthwhile.
PROFESSIONAL SUPPORT FOR ACTION RESEARCH
Action research is gaining support. In the metropolitan St. Louis,
Missouri area, the Action Research Collaborative sponsored by the
Danforth Foundation has provided financial and professional
assistance through conferences and support groups to hundreds of
researcher practitioners. The Teacher as Researcher Committee of the
International Reading Association has also taken a leadership
position on encouraging action research among its members. Teachers
Are Researchers: Reflection and Action (Patterson et al., 1993) is a
testament to teachers' reflective genius as collaborators and
students of their own teaching.
CONCLUSION
Enthusiasm for action research is growing as people discover its value
as a powerful vehicle for support, networking, and school reform.
Educators who have used action research say that it becomes a way of
life in their work. Classroom practice and children's experiences are
changed, and in the process, there is improvement in learning.
Professional development becomes an ongoing process in which
educators and children are concurrent learners and teachers. Action
research is a positive, supportive, proactive resource for change.
REFERENCES
Anderson, Gary, Kathryn Herr, and Ann Sigrid Nihlen. (1994).
STUDYING YOUR OWN SCHOOL: AN EDUCATOR'S GUIDE TO QUALITATIVE
PRACTITIONER RESEARCH. Thousand Oaks, CA: Corwin Press. ED 378
189.
Feldman, Allan. (1995, April). Conversation in Teaching; Conversation
as Research: A Self-Study of the Teaching of Collaborative Action
Research. Paper presented at the Annual Meeting of the American
Educational Research Association, San Francisco, CA. ED 384 603.
Garner, Betty. (1996, May). Using Action Research: Challenges and
Opportunities for the Beginner. Paper presented at the Greater St.
Louis Sixth Action Research Collaborative Conference, St. Louis, MO.
Gummesson, Evert. (1991). QUALITATIVE METHODS IN MANAGEMENT RESEARCH.
Newbury Park: Sage Publications.
Kemmis, Stephen, and Robin McTaggart (Eds.). (1988). THE ACTION
RESEARCH PLANNER, Victoria, BC: Deakin University.
McFarland, Katherine, and John Stansell. (1993). Historical
Perspectives. In Leslie Patterson, Carol M. Santa, Kathy Short, and
Karen Smith (Eds.), TEACHERS ARE RESEARCHERS: REFLECTION AND ACTION,
pp. 12-18. Newark, DE: International Reading Association. ED 356 452.
McLean, James. (1995). IMPROVING EDUCATION THROUGH ACTION RESEARCH: A
GUIDE FOR ADMINISTRATORS AND TEACHERS. The Practicing Administrator's
Leadership Series: Roadmaps to Success. Thousand Oaks, CA: Corwin
Press. ED 380 884.
Patterson, Leslie, and Patrick Shannon. (1993). Reflection, Inquiry,
Action. In Leslie Patterson, Carol M. Santa, Kathy Short, and Karen
Smith (Eds.), TEACHERS ARE RESEARCHERS: REFLECTION AND ACTION, pp.
7-11. Newark, DE: International Reading Association. ED 356 452.
Smith, Louis. (1979). An Evolving Logic of Participant Observation,
Educational Ethnography, and Other Case Studies. In L. Shulman (Ed.),
REVIEW OF RESEARCH IN EDUCATION 6, Itaska, IL: Peacock Press.
Takala, Sauli. (1994). Action Research in the Classroom. In CONTENT
INSTRUCTION THROUGH A FOREIGN LANGUAGE. (A report on the 1992-93 TCE
Programme). ED 383 197.
--------------------
References identified with an ED (ERIC document) or EJ (ERIC journal)
number are cited in the ERIC database. Most documents are available
in ERIC microfiche collections at more than 900 locations worldwide
and can be ordered through EDRS: (800) 443-ERIC. Journal articles are
available from the original journal, interlibrary loan services, or
article reproduction clearinghouses such as: UMI (800) 732-0616; or
ISI (800) 523-1850.
This publication was prepared with funding from the Office of
Educational Research and Improvement, U.S. Department of Education,
under OERI contract no. RR93002007. The opinions expressed in this
report do not necessarily reflect the positions or policies of OERI
or the Department of Education. ERIC digest are in the public domain
and may be freely reproduced and disseminated.
155 of 1121
AN: ED408884
CHN: HE030199
AU: McKernan,-James
TI: Curriculum Action Research. A Handbook of Methods and Resources for the Reflective Practitioner. Second Edition.
PY: 1996
SN: ISBN-0-7494-1793-5
AV: Kogan Page Limited, 120 Pentonville Road, London N1 9JN England, United Kingdom (22.50 British pounds).
NT: 278 p.
PR: Document Not Available from EDRS.
DT: Books (010); Guides - Non-classroom (055)
CP: United-Kingdom; England
TA: Practitioners
LA: English
PG: 278
DE: Educational-Change; Elementary-Secondary-Education; Faculty-Development; Foreign-Countries; Higher-Education; Research-and-Development; Teacher-Researchers
DE: *Action-Research; *Curriculum-Development; *Educational-Innovation; *Theory-Practice-Relationship
IS: RIENOV97
AB: This handbook shows how the curriculum can be improved through action research and that teachers and other practitioners are best placed to conduct such research. Chapter 1 explores that historical and philosophical foundations of the action research movement. Chapter 2 discusses the teacher as researcher and professional, and offers criteria for a professional code of ethics. Chapter 3 looks at those research methods dealing with observational and narrative techniques for the conduct of action research. Chapter 4 introduces a variety of non-observational survey and self-report research techniques for the conduct of curriculum action research. Chapter 5 presents both discourse analysis methods and instructional and pedagogical problem-solving techniques that might be employed in teaching and learning scenarios. The second part of Chapter 5 focuses upon the use of instructional problem-solving strategies (such as brainstorming, discussion groups) for use in action research projects. Chapter 6 discusses critical-reflective and evaluative research techniques. Chapter 7 explores a variety of procedures and techniques for the analysis of action research data. Chapter 8 deals with establishing networks and communities of action researchers. Chapter 9 describes case studies of the use of action research in higher education. (Contains 300 references.) (JLS)
LV: 3
CH: HE
FI: ED
DTN: 010; 055
156 of 1121
AN: ED408662
CHN: EA028384
AU: Walker,-Dean
TI: Integrative Education: Empowering Students To Learn.
CS: Oregon School Study Council, Eugene.
PY: 1996
JN: OSSC-Bulletin; v40 n1 Sep 1996
SN: ISSN-0095-6694
AV: Oregon School Study Council, 1787 Agate Street, College of Education, 5207 University of Oregon, Eugene, OR 97403-5044 ($7 nonmember price; $4.50 member price).
NT: 50 p.
PR: EDRS Price - MF01/PC02 Plus Postage.
DT: Information Analyses - General (070)
CP: U.S.; Oregon
LA: English
PG: 50
DE: Educational-Cooperation; Educational-Innovation; Elementary-Secondary-Education; Teaching-Methods; Unified-Studies-Curriculum
DE: *Curriculum-Design; *Curriculum-Development; *Fused-Curriculum; *Integrated-Curriculum; *Student-Empowerment
IS: RIENOV97
AB: Integrative education, although organized around curriculum, also unites people and activities. This monograph explores the integration of people, activities, and subject matter as seen through the eyes of those who support and implement the meaning and processes of integrative education. In chapter 1, scholars and trainers in and out of academia offer expertise and experiences gained from their scholarly pursuits and action research in schools around the country. Chapter 2 identifies leadership and administrative tasks necessary to encourage and support integrative education. Teachers excited about implementing integrative education share their experiences in chapter 3. Finally, chapter 4 presents implications of and possibilities for policy on integrative education. Findings are based on interviews with a total of 11 educators--teachers, principals, professors of education, and staff-development or curriculum coordinators. A bulletin-in-brief on integrative education is included. (Contains 31 references and 1 table.) (LMI)
LV: 1
CH: EA
FI: ED
DTN: 070
269 of 1121
AN: EJ534255
CHN: FL526370
AU: Green,-Simon
TI: The Professional Development of Modern Languages Teachers.
PY: 1996
JN: Language-Learning-Journal; n14 p75-79 Sep 1996
SN: ISSN-0957-1736
DT: Opinion Papers (120); Reports - Descriptive (141); Journal Articles (080)
LA: English
DE: Career-Development; Career-Planning; Foreign-Countries
DE: *Action-Research; *Language-Teachers; *Professional-Development; *Second-Language-Instruction; *Teacher-Education; *Teaching-Styles
ID: *England-
IS: CIJAPR97
AB: Examines ways in which teachers can benefit from professional development throughout their careers to enhance their teaching style and improve their career prospects. The article argues that what is good for the individual teacher is good for the school and vice versa. The article covers notions of career mapping, action research, and continuing professional development. (four references) (CK)
CH: FL
FI: EJ
DTN: 120; 141; 080
1033 of 1121
AN: ED355205
CHN: SP034337
AU: Johnson,-Beverly
TI: Teacher-As-Researcher. ERIC Digest.
CS: ERIC Clearinghouse on Teacher Education, Washington, D.C.
SP: Office of Educational Research and Improvement (ED), Washington, DC.
RN: EDO-SP-92-7
CN: RI88062015
PY: 1993
NT: 4 p.
PR: EDRS Price - MF01/PC01 Plus Postage.
DT: Information Analyses - ERIC IAP's (071)
CP: U.S.; District-of-Columbia
LA: English
PG: 4
DE: Elementary-Secondary-Education; Faculty-Development; Participative-Decision-Making; School-Restructuring
DE: *Action-Research; *Curriculum-Development; *Educational-Improvement; *Policy-Formation
ID: Collaborative-Research; ERIC-Digests; Reform-Efforts
ID: *Teacher-Researchers
IS: RIEJUL93
AB: In the spirit of educational reform efforts, this digest examines the concept of teacher-as-researcher, a concept rooted in action research. Action research is designed, conducted, and implemented by teachers themselves to improve teaching in the classroom. The research is often a collaborative activity promoting reflective teaching, critical inquiry, self-evaluation, and professional dialogue, thereby creating a more professional culture in schools. Action research has been employed for various purposes including school-based curriculum development, system planning, and policy development. The current school restructuring movement has site-based, shared decision-making at its core; therefore, it is necessary for teachers to be much more deliberate in documenting and evaluating their efforts, attending more carefully to methods, perceptions, understandings, and the whole approach to the teaching process. Action research provides teachers with the opportunity to gain knowledge and skill in research methods and applications and to become more aware of options and possibilities for change forcing the re-evaluation of current theories and influencing what is known about teaching, learning, and schooling. (Contains 16 references.) (LL)
LV: 1
CH: SP
FI: ED
DTN: 071; 073
TX:
The concept of teacher-as-researcher is included in recent literature
on educational reform, which encourages teachers to be collaborators
in revising curriculum, improving their work environment,
professionalizing teaching, and developing policy. Teacher research
has its roots in action research.
WHAT IS ACTION RESEARCH?
Action research is deliberate, solution-oriented investigation that is
group or personally owned and conducted. It is characterized by
spiraling cycles of problem identification, systematic data
collection, reflection, analysis, data-driven action taken, and,
finally, problem redefinition. The linking of the terms "action" and
"research" highlights the essential features of this method: trying
out ideas in practice as a means of increasing knowledge about and/or
improving curriculum, teaching, and learning (Kemmis & McTaggart,
1982).
While the concept of action research can be traced back to the early
works of John Dewey in the 1920s and Kurt Lewin in the 1940s, it is
Stephen Corey and others at Teachers College of Columbia University
who introduced the term action research to the educational community
in 1949. Corey (1953) defined action research as the process through
which practitioners study their own practice to solve their personal
practical problems.
Very often action research is a collaborative activity where
practitioners work together to help one another design and carry out
investigations in their classrooms. Teacher action research is,
according to John Elliott, "concerned with the everyday practical
problems experienced by teachers, rather than the 'theoretical
problems' defined by pure researchers within a discipline of
knowledge" (Elliott, cited in Nixon, 1987). Research is designed,
conducted, and implemented by the teachers themselves to improve
teaching in their own classrooms, sometimes becoming a staff
development project in which teachers establish expertise in
curriculum development and reflective teaching.
The prevailing focus of teacher research is to expand the teacher's
role as inquirer about teaching and learning through systematic
classroom research (Copper, 1990). The approach is naturalistic,
using participant-observation techniques of ethnographic research, is
generally collaborative, and includes characteristics of case study
methodology (Belanger, 1992).
The research study team provides support and a forum for sharing
questions, concerns, and results. Teachers advise each other and
comment on the progress of individual efforts. Engaging in
collaborative action research helps eliminate the isolation that has
long characterized teaching, as it promotes professional dialogue and
thus, creates a more professional culture in schools.
WHAT IS THE PURPOSE OF TEACHER ACTION RESEARCH?
Action research has been employed for various purposes: for
school-based curriculum development, as a professional development
strategy, in preservice and graduate courses in education, and in
systems planning and policy development. Some writers (i.e., Holly,
1990; Jacullo-Noto, 1992; Lieberman, 1988; Oja & Smulyan, 1989;
Sagor, 1992) advocate an action research approach for school
restructuring. Action research can be used as an evaluative tool,
which can assist in self-evaluation whether the "self" be an
individual or an institution.
WHY IS TEACHER RESEARCH IMPORTANT?
The current school restructuring movement has site-based, shared
decision-making at its core. With the newly acquired autonomy, comes
new responsibilities. Teachers, local schools, and school districts
are accountable to all stakeholders for the policies, programs, and
practices they implement. It is not enough for teachers merely to
make decisions; they will be called upon to make informed decisions,
decisions which are data driven. Therefore, it is necessary for
teachers to be much more deliberate in documenting and evaluating
their efforts. Action research is one means to that end. It is very
likely the emergence of site-based decisionmaking has precipitated
the resurgence of action research; the two seem to be complementary.
Action research assists practitioners and other stakeholders in
identifying the needs, assessing the development processes, and
evaluating the outcomes of the changes they define, design, and
implement. The self-evaluation aspect of action research (by
educators and/or students) is congruent with the philosophies
contained in the Total Quality Education and Outcomes Based Education
movements currently being advanced by numerous states and districts
throughout the nation.
WHAT ARE THE EFFECTS OF ACTION RESEARCH?
There is a growing body of evidence of the positive personal and
professional effects that engaging in action research has on the
practitioner (Goswami & Stillman, 1987; Lieberman, 1988). Action
research provides teachers with the opportunity to gain knowledge and
skill in research methods and applications and to become more aware
of the options and possibilities for change. Teachers participating
in action research become more critical and reflective about their
own practice (Oja & Pine, 1989; Street, 1986). Teachers engaging in
action research attend more carefully to their methods, their
perceptions and understandings, and their whole approach to the
teaching process.
Lawrence Stenhouse once said, "It is teachers who, in the end, will
change the world of the school by understanding it" (cited in
Rudduck, 1988). As teachers engage in action research they are
increasing their understanding of the schooling process. What they
are learning will have great impact on what happens in classrooms,
schools, and districts in the future. The future directions of staff
development programs, teacher preparation curricula, as well as
school improvement initiatives, will be impacted by the things
teachers learn through the critical inquiry and rigorous examination
of their own practice and their school programs that action research
requires.
Teachers' action research questions emerge from areas they consider
problematic, from discrepancies between what is intended and what
actually occurs. As Cochran-Smith and Lytle (1990) suggest, the
unique feature of teachers' questions is that they emanate solely
neither from theory nor from practice, but from "critical reflection
on the intersection of the two" (p. 6). Teacher research will force
the re-evaluation of current theories and will significantly
influence what is known about teaching, learning, and schooling.
It has been said, "Teachers often leave a mark on their students, but
they seldom leave a mark on their profession" (Wolfe, 1989). Through
the process and products of action research teachers will do both.
REFERENCES
References identified with an EJ or ED number have been abstracted and
are in the ERIC database. Journal articles (EJ) are available at most
research libraries; documents (ED) are available in ERIC microfiche
collections or may be ordered through the ERIC Document Reproduction
Service: (800) 443-ERIC. For more information contact the ERIC
Clearinghouse on Teacher Education, One Dupont Circle, NW, Suite 610,
Washington, DC 20036-1186; (202) 293-2450.
Belanger, J. (1992). Teacher as researcher: Roles and expectations. An
annotated bibliography. ED 342 751
Cochran-Smith, M., & Lytle, S. L. (1990). Research on teaching and
teacher research: The issues that divide. Educational Researcher,
19(2), 2-10. EJ 411 275
Copper, L. R. (1990, April). Teachers as researchers: Attitudes,
opinions and perceptions. Paper presented at the Annual Meeting of
the American Educational Research Association. Boston, MA. ED 322 130
Corey, S. (1953). Action research to improve school practice. New
York: Teachers College, Columbia University.
Goswami, D., & Stillman, P. R. (Eds.). (1987). Reclaiming the
classroom: Teacher research as an agency for change. Upper Montclair,
NJ: Boynton/Cook. ED 277 022 (not available from EDRS)
Holly, P., & Southworth, G. (1990). The developing school. London: The
Falmer Press.
Hopkins, D. (1985). A teachers guide to classroom research.
Philadelphia: Open University Press.
Jacullo-Noto, J. (1992, April). Action research and school
restructuring: The lessons learned. Paper presented at the annual
meeting of the American Educational Research Association, San
Francisco.
Kemmis, S., & McTaggart, R. (1982). The action research planner.
Victoria, Australia: Deakin University Press.
Lieberman, A. (Ed.). (1988). Building a professional culture in
schools. New York: Teachers College Press. ED 300 877
Nixon, J. (1989, Winter). The teacher as researcher: Contradictions
and continuities. Peabody Journal of Education, 64(2), 20-32. EJ 395
998
Oja, S. N., & Pine, G. J. (1989). Collaborative action research:
Teachers' stages of development and school contexts. Peabody Journal
of Education, 64(2), 96-115. EJ 396 002
Oja, S. N., & Smulyan, L. (1989). Collaborative action research: A
developmental approach. Philadelphia: The Falmer Press.
Rudduck, J. (1988). Changing the world of the classroom by
understanding it: A review of some aspects of the work of Lawrence
Stenhouse. Journal of Curriculum and Supervision, 4(1), 30-42. EJ 378
725
Sagor, R. D. (1992, April). Collaborative action research: A cultural
mechanism for school development and professional restructuring.
Paper presented at the annual meeting of the American Educational
Research Association, San Francisco.
Street, L. (1986). Mathematics, teachers, and an action research
course. In D. Hustler., T. Cassidy, & T. Cuff (Eds.). Action research
in classroom and schools. London: Allen and Unwin.
The Clearinghouse thanks Anne Marie Harnett for her contribution to
the development of this Digest.
------
This publication was prepared with funding from the Office of
Educational Research and Improvement, U.S. Department of Education,
under contract number RI88062015. The opinions expressed in this
report do no t necessarily reflect the positions or policies of OERI
or the Department.
675 of 1121
AN: ED381530
CHN: SP035918
AU: Abdal-Haqq,-Ismat
TI: ERIC as a Resource for the Teacher Researcher. ERIC Digest.
CS: ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.
SP: Office of Educational Research and Improvement (ED), Washington, DC.
RN: EDO-SP-93-7
CN: RR93002015
PY: 1995
NT: 4 p.
PR: EDRS Price - MF01/PC01 Plus Postage.
DT: Information Analyses - ERIC IAP's (071); ERIC Digests in Full Text (073)
CP: U.S.; District-of-Columbia
TA: Teachers; Researchers; Practitioners
LA: English
PG: 4
DE: Action-Research; Bibliographic-Databases; Elementary-Secondary-Education; Higher-Education; Teacher-Education; Teachers-; Telecommunications-
DE: *Computer-Uses-in-Education; *Educational-Research; *Educational-Resources; *Research-Tools
ID: ERIC-Digests; Teacher-Development
ID: *ERIC-; *Teacher-Researchers
IS: RIEAUG95
AB: This digest outlines salient characteristics of teacher-led research and its benefits to teachers and students. A discussion of selected resources for teacher researchers, which are available through various components of the Educational Resources Information Center (ERIC), follows the overview. Effective teacher research is an empowering professional development activity that can assist teachers in several ways: (1) it empowers teachers, giving them greater confidence in their ability to individually and collectively promote change; (2) it develops and improves intellectual and technical skills; and (3) it expands career opportunities. Because teacher research is typically driven by a teacher's desire to improve his or her practice, and because it is focused on a specific problem, students generally reap immediate benefits from the teacher's findings. ERIC can assist teacher researchers to plan, implement, and disseminate their research. Specific ERIC resources that may be particularly useful include the ERIC database, the AskERIC Virtual Library and other Internet-based resources, ERIC publications, and subject-specific ERIC clearinghouses. Examples of information from some of these specific resources found within the ERIC system are given, and contact information for identified resources is included. (Contains 16 references.) (IAH)
LV: 1
CH: SP
FI: ED
DTN: 071; 073
TX:
This digest outlines salient characteristics of teacher-led research
and its benefits. This overview is followed by discussion of selected
resources for teacher researchers, which are available through the
Educational Resources Information Center (ERIC).
WHAT IS TEACHER RESEARCH?
Several terms for teacher research are encountered in education
literature, including: action research, practitioner research,
teacher-as-scholar, practical inquiry, interactive research,
classroom inquiry, and practice-centered inquiry (Downhower, Melvin,
& Sizemore, 1990; Williamson, 1992). Although these terms may not be
completely interchangeable, a common thread running through various
conceptions of teacher research is that the teacher is an active
constructor of knowledge rather than a passive consumer of it (Miller
& Pine, 1990; Williamson, 1992). In recent literature, action
research appears to be the most common designation of this kind of
research, perhaps, because it suggests most vividly both the inherent
empowering quality of the process and the immediacy and concreteness
of its outcomes (McKay, 1992; Miller & Pine, 1990). The remaining
discussion about teacher research refers primarily to inquiry that
reflects action research principles.
McCutcheon and Jung (1990) identify the core components of action
research as systematic inquiry, reflexivity, and focus on the
practical. It seeks to answer questions and solve problems that arise
from the daily life of the classroom and to put findings into
immediate practice (McKay, 1992; Twine & Martinek, 1992). Teacher
researchers may work alone or collaboratively with other teachers,
student teachers, or university researchers.
Systematic inquiry is the hallmark of effective teacher research
(Shalaway, 1990). A variety of techniques and approaches are
employed, including: experimental designs, systematic observation,
descriptive research, and ethnographic/case studies (Wessinger, 1992;
Eisenhart & Borko, 1993; Neubert, 1989; Downhower et al., 1990).
McKay (1992) describes action research as a six-step cyclical process:
(1) identifying an issue or problem to study; (2) gathering and
reviewing related information; (3) developing a plan of action; (4)
implementing the plan; (5) evaluating results; and (6) repeating the
cycle with a revised problem or strategy derived from what was
learned in the first cycle, until the question is answered.
BENEFITS OF TEACHER RESEARCH
Effective teacher research empowers teachers, giving them greater
confidence
in their ability to individually and collectively promote change
(Downhower et al., 1990; Nihlen, 1992). In addition to developing new
intellectual and technical skills, conducting research often creates
new career opportunities and roles for classroom teachers: e.g.,
writers, college instructors, teacher leaders (Shalaway, 1990).
Downhower et al. (1990) and Nihlen (1992) indicate that teacher
researchers become more critical and responsive readers and users of
research.
Miller and Pine (1990) suggest that when teachers become agents of
inquiry, the locus of knowledge about teaching shifts from sources
external to the classroom (e.g., researchers, textbook publishers,
administrators) to sources of practical classroom experience (i.e.,
teachers). This shift enhances the professional status of teaching
because teachers, through this knowledge-construction, actively help
to shape the knowledge base of their own profession (Johnson, 1993).
Generally, teacher research is driven by the practitioner's desire to
improve his or her own practice with respect to a specific problem
and a specific set of students. Thus, students reap immediate
benefits from the teacher's learning (Shalaway, 1990; Williamson,
1992).
USING ERIC TO PLAN, IMPLEMENT, & DISSEMINATE TEACHER
RESEARCH
The Educational Resources Information Center (ERIC) can assist teacher
researchers, at various stages of the systematic inquiry process, to
access the "strong knowledge base" and "multifaceted support system"
that Neubert (1989, p.9) asserts are needed to sustain research
activity among classroom teachers. Systematic inquiry includes
gathering and reviewing information on the question to be
investigated. ERIC provides unmatched access to education literature
and related resources, which can be accessed through a variety of
media: print, microfiche, CD-ROM, commercial online services, and
electronic networks such as the Internet.
Neubert (1989) includes publication of findings among the external
support mechanisms that help to sustain teachers' enthusiasm for
doing research because publication helps to validate the teacher's
contribution to the professional knowledge base. ERIC supports
teacher researchers' efforts to disseminate their work by: (1)
abstracting and indexing journal articles and documents, which they
submit, for the ERIC database; (2) making available paper copies and
full-text versions of most articles and documents; and (3) providing
assistance in locating print and electronic journals, as well as
listservs and other electronic resources, that publish material
related to teachers' areas of study. [Contact ACCESS ERIC,
1-800-LET-ERIC, for information on these services.]
ERIC RESOURCES & WHERE TO FIND THEM
The Educational Resources Information Center (ERIC) is a nationwide
information network, which has been funded by the federal government
since the mid-1960s (Stonehill & Brandhorst, 1992). The system
consists of 16 subject area clearinghouses, a number of adjunct
clearinghouses, and 4 support contact components [For contact
information on all clearinghouses and other components, contact
ACCESS ERIC: 1-800-LET ERIC.[
The ERIC database, the hub of the system, is the world's largest
education-related database. It contains more than 800,000 abstracts
of journal articles and documents such as research reports,
conference papers, teaching guides, and nonprint media. The ERIC
clearinghouses and adjunct clearinghouses collect, abstract, index,
and catalog literature related to their specific scope areas (e.g.,
teaching and teacher education, assessment and evaluation, urban
education, information and technology). The clearinghouses also
publish bibliographies, monographs, and digests; perform customized
searches of the database; and respond to scope-related inquiries.
Most university libraries, some public libraries, some school
districts, and ERIC clearinghouses provide access to searchable
print, CD-ROM, or online versions of the ERIC database. At present,
there are also several Internet access points for the database. Paper
copies of journal articles and documents are available. Full-text
versions of approximately 95% of the documents are available on
microfiche at more than 900 locations (Educational Resources
Information Center [ERIC], 1994).
The Office of Educational Research and Information operates an
Internet gopher site that provides direct access to a range of online
ERIC resources and pointers to free online access to the database.
AskERIC is an Internet-based information provider that offers
individualized responses to education-related questions within 48
hours and maintains a free electronic library. The AskERIC Virtual
Library is an FTP/gopher site that offers lesson plans; more than
1,000 2-page research syntheses (digests) on current topics; prepared
ERIC searches on current topics; resource guides; archives of some
education-related listservs; government information; remote access to
library catalogs; and access to other gopher sites (ERIC, 1994).
The teacher researcher who consults ERIC resources might find journal
articles that provide (1) a step-by-step account of how a
practitioner carried out an action research project (Downhower et
al., 1990); (2) strategies and resources for locating information on
a particular topic (Keeney & Sunnarborg, 1992); (3) the location of
teacher researcher support groups (Shalaway, 1990); and (4) a guide
to basic data analysis for beginning researchers (Culkin & Davis,
1992). Internet-based ERIC resources can lead the teacher researcher
to listservs for teachers; such as XTAR [contact information given
below], a network for teacher researchers and others who want to
share information on teacher research in general (B. Blanton,
personal communication, October 6, 1994). Another valuable
Internet-based ERIC resource for teacher researchers is the Test
Locator--a searchable file, which can be used to locate data
collection and evaluation instruments--on the ERIC Clearinghouse on
Assessment and Evaluation's gopher.
CONTACT INFORMATION
All ERIC clearinghouses and components can be contacted by mail, phone
(toll-free numbers), fax, and e-mail. ACCESS ERIC can provide
specific contact information and referrals to appropriate components
of the system. Listed below is contact information for some of the
resources mentioned in this digest.
ACCESS ERIC--phone: 1-800-LET-ERIC--e-mail: acceric@inet.ed.gov
AskERIC--phone: 1-800-464-9107--e-mail: askeric@ericir.syr.edu
Test Locator--phone: 1-800-464-3742--e-mail:
eric[underscore]ae@cua.edu
XTAR--e-mail: blantonwe@conrad.appstate.edu or gwells@oise.on.ca
REFERENCES
References identified with an EJ or ED number have been abstracted and
are in the ERIC database. References followed by an SP number were
being processed at the time of publication. Journal articles (EJ)
should be available at most research libraries; most documents (ED)
are available in microfiche collections at more than 900 locations.
Documents can also be ordered through the ERIC Document Reproduction
Service: (800) 443-ERIC.
Culkin, D., & Davis, H. (1992). Basic data analysis for
nonresearchers. Journal of Physical Education, Recreation and Dance,
63(9), 32-35. EJ461928
Downhower, S., Melvin, M. P., & Sizemore, P. (1990). Improving writing
instruction through teacher action research. Journal of Staff
Development, 11(3), 22-27. EJ430614
Educational Resources Information Center, Office of Educational
Research and Improvement, U.S. Department of Education. (1994). All
about ERIC. Washington, DC: Author. [ERIC 94-5018].
Eisenhart, M., & Borko, H. (1993). Designing classroom research:
Themes, issues, and struggles. Allyn & Bacon: Needham, MA. ED 370 906
Johnson, B. (1993). Teacher-as-researcher. ERIC Digest 92-7.
Washington, DC: ERIC Clearinghouse on Teacher Education. ED355205
Keeney, G., & Sunnarborg K. R. (1992). Strategies for identifying
health information--One practitioner's experience. Journal of
Physical Education, Recreation and Dance, 63(9), 26-28. EJ461928
McCutcheon, G., & Jung, B. (1990). Alternative perspectives on action
research. Theory into Practice, 29, 144-151. EJ417491
McKay, J. A. (1992). Professional development through action research.
Journal of Staff Development, 13(1), 18-21. EJ460505
Miller, D. M., & Pine, G. J. (1990). Advancing professional inquiry
for educational improvement through action research. Journal of Staff
Development, 11(3), 56-61. EJ430617
Neubert, G. A. (1989). Supporting teacher research. Teacher Educator,
25(1) 2-9. EJ407848
Nihlen, A. S. (1992, April). Schools as centers for reflection and
inquiry: Research for teacher empowerment. Paper presented at the
annual meeting of the American Educational Research Association, San
Francisco, CA. ED354584
Shalaway, L. (1990). Tap into teacher research. Instructor, 100(1)
34-38. EJ417470
Stonehill, R. M., & Brandhorst, T. (1992). The three phases of ERIC.
Educational Researcher 21(3), 18-21. EJ445360
Twine, J., & Martinek, T. J. (1992). Teachers as researchers--An
application of a collaborative action research model. Journal of
Physical Education, Recreation and Dance, 63(9), 22-25. EJ461928
Wessinger, N. P. (1992). Demystifying research for the
practitioner--How do I find out what I want to know? Journal of
Physical Education, Recreation and Dance, 63(9), 12-16. EJ461928
Williamson, K. M. (1992). Relevance or rigor--A case for teacher as
researcher. Journal of Physical Education, Recreation and Dance,
63(9), 17-21. EJ461928
-----
This Digest is in the public domain and may be reproduced.
This publication was prepared with funding from the Office of
Educational Research and Improvement, U.S. Department of Education,
under contract number RR93002015. The opinions expressed in this
report do not necessarily reflect the positions or policies of OERI
or the Department.
1000 of 1121
AN: ED361665
CHN: CS011400
AU: Rasinski,-Timothy-V., Ed.; Padak,-Nancy-D., Ed.
TI: Inquiries in Literacy Learning and Instruction: The Fifteenth Yearbook of the College Reading Association.
CS: College Reading Association.
PY: 1993
SN: ISBN-1-883604-001
NT: 201 p.; For volume 14, see ED 350 589.
PR: EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
DT: Collected Works - General (020)
CP: U.S.; Ohio
LA: English
PG: 201
DE: Discussion-Teaching-Technique; Elementary-Secondary-Education; Higher-Education; Journal-Writing; Methods-Courses; Portfolios-Background-Materials; Reading-Research; Student-Evaluation; Teacher-Education
DE: *Adult-Literacy; *Content-Area-Reading; *Reading-Improvement
ID: College-Reading-Association
IS: RIEFEB94
AB: This 1993 yearbook presents 20 papers and summaries of the dissertation award winner "Content Literacy in High School Social Studies: A Focus on One Teacher's Beliefs and Decisions about Classroom Discussions" (E. G. Sturtevant) and the thesis award winner "Effects of Direct Instruction of Story Grammar on Story Writing and Reading Comprehension of Elementary School Learning Disabled Students" (R. E. Leaman). Papers in the Inquiries in College and Adult Literacy Instruction section are: "Fads or Substantive Changes in the Field of Adult Literacy" (J. S. Richardson); "School Experiences of Adults Participating in Volunteer Literacy Programs" (M. D. Siedow and B. J. Fox); "Effects of a Precollege Reading Course on the Academic Self-Esteem of Urban College Students" (J. Lewis); "Evaluating Reader-Response Journals: A Coding System" (C. Clery and A. Smith); and "Predicting Nelson-Denny Scores from the SAT" (C. Gillespie). Papers in the Inquiries in Literacy Instruction in Clinics and Classrooms section are: "University Reading Clinics: Changing Focus for Changing Needs" (D. D. Allen and others); "Expanding the Use of Picture Storybooks with Older Readers" (D. G. McAllister); "Impact of Purpose-Setting Questions on Children's Book Discussions" (M. W. Matthews and E. W. Paille); "'...So Write It Out': Seizing the Power of Personal Journal Writing in Affirming African-American Student Identities" (N. B. Cothern and B. G. Lyman); "Affective Concerns and Reading" (J. Shapiro); "Are Content Area Reading Practices Keeping Pace with Research?" (M. K. Gillis and others); "Relationships among Field Dependence-Independence, Reading Instruction, and Reading Achievement" (J. W. McCutcheon and W. E. Smith); and "Action Research: Classroom Teachers' Perceptions of Its Impact on the Teaching of Reading" (M. A. Gray-Schlegel and J. Brady Matanzo). Papers in the Inquiries in Teacher Education section are: "The Process and Promise of Portfolio Assessment in Teacher Education Programs: Impact on Students' Knowledge, Beliefs, and Practices" (M. P. Ford); "Activities for Restructuring Reading Education Courses for Preservice Teachers" (D. Reinking and others); "Utilizing Literature as a Vehicle for Teaching about Multicultural Education in a Reading Methods Course" (L. C. Smith and others); "Reflective Practice Confronts the Complexities of Teaching Reading" (B. J. Walker and C. Ramseth); "Value-Added Benefits for Reforming a Remedial Reading Methodology Course with Videodisc and Hypercard Technology" (V. J. Risko and others); "First Steps in Teaching Reading: A Descriptive Study" (A. M. Frager); and "The Impact of Coursework in Tests and Measurements on Assessment Literacy" (J. L. Johns and P. VanLeirsburg). (RS)
LV: 2
CH: CS
FI: ED
DTN: 020; 010
578 of 1121
AN: ED387049
CHN: HE028631
AU: Smith,-Brenda, Ed.; Brown,-Sally, Ed.
TI: Research Teaching and Learning in Higher Education. Staff and Educational Development Series.
CS: Staff and Educational Development Association, Birmingham (England).
PY: 1995
SN: ISBN-0-7494-1412-X
AV: Kogan Page Ltd., 120 Pentonville Rd., London N1 9JN, England, United Kingdom (16.95 British pounds).
NT: 192 p.
PR: Document Not Available from EDRS.
DT: Books (010); Collected Works - General (020)
CP: United-Kingdom; England
TA: Researchers; Teachers; Practitioners; Policymakers
LA: English
PG: 192
DE: Action-Research; Case-Studies; College-Faculty; Foreign-Countries; Higher-Education; Research-Skills; Staff-Development; Student-Research; Teaching-Methods; Theory-Practice-Relationship
DE: *College-Instruction; *Educational-Research; *Learning-Processes; *Research-
ID: Student-Empowerment; Teaching-Research; United-Kingdom
IS: RIEFEB96
AB: This collection of 18 essays are based on sessions and keynote speeches at the Staff and Educational Development Association (SEDA) Conference held at Dyffrwn House, Cardiff (Wales) in November 1993. They represent the reworked and distilled thoughts of the presenters after they had had the experience of leading a workshop on a related topic. The papers address the conflicting demands of teaching and research faced by many faculty members, including both theoretical perspectives and accounts of successful approaches in practice in the United Kingdom. They include: (1) "Research Teaching and Learning: Issues and Challenges" (Brenda Smith and Sally Brown); (2) "Research into Student Learning" (Graham Gibbs); (3) "Research and Learning in Higher Education" (Angela Brew and David Boud); (4) "Effect of Funding Council Policies on Teaching Quality" (Lewis Elton); (5) "Research, Teaching and Learning: A Symbiotic Relationship" (David Garnett and Roy Holmes); (6) "The Importance of Applied Research" (Peter Smith and Marshall Elliott); (7) "On Improving Learning Processes" (Frank Walkden); (8) "Competent Research: Running Brook or Stagnant Pool?" (Phil Race); (9) "A Broader Education for Research Students: Changing the Culture" (Lin Thorley and Roy Gregory); (10) "A Staff Development Programme for Supervisors of Research Students" (Ivan Moore); (11) "Research-Related Staff Development: An Approach" (Irene Harris); (12) "What Makes a Good Lecturer in Higher Education? Outcomes of a SCED/SEDA Small-Grant Project" (Sally Brown and others); (13) "Towards a Model of the Learner in Higher Education: Some Implications for Teachers" (Mike O'Neil); (14) "The Accreditation of Work-Based Research: An Action Research/Action Learning Model" (Michael Gregory); (15) "How Students Acquire Research Skills: Shaping a Degree at Bangor" (Della and John Fazey); (16) "Research Learning on the Essex MBA" (Sean McCartney and Reva Berman Brown); (17) "Towards Empowering Undergraduate Students as Action Researchers into Student Learning" (Tom Wengraf); and (18) "The Relationship between Staff and Educational Development" (Terri Kelly). Each essay contains a reference list. (MDM)
LV: 3
CH: HE
FI: ED
DTN: 010; 020
443 of 1121
AN: ED395410
CHN: EC304803
TI: Improving the Implementation of the Individuals with Disabilities Education Act: Making Schools Work for All of America's Children. Supplement.
CS: National Council on Disability, Washington, DC.
PY: 1996
AV: National Council on Disability, 1331 F Street, NW, Suite 1050, Washington, DC 20004-1107.
NT: 789 p.; For the original report, see ED 383 142.
PR: EDRS Price - MF05/PC32 Plus Postage.
DT: Collected Works - General (020); Opinion Papers (120)
CP: U.S.; District-of-Columbia
TA: Policymakers
LA: English
GL: Federal
PG: 789
DE: Action-Research; Behavior-Change; Cooperative-Programs; Early-Childhood-Education; Early-Intervention; Educational-Principles; Elementary-Secondary-Education; Inclusive-Schools; Integrated-Services; Interpersonal-Relationship; Mainstreaming-; Minority-Groups; Parent-Participation; Participatory-Research; Program-Effectiveness; School-Restructuring; School-Safety; Self-Determination; Supported-Employment; Transitional-Programs; Violence-
DE: *Change-Strategies; *Disabilities-; *Educational-Legislation; *Educational-Practices; *Federal-Legislation; *Special-Education
ID: *Individuals-with-Disabilities-Education-Act
IS: RIEOCT96
AB: Twenty-seven categorical and topical reports by nationally preeminent scholars comprise this report, intended to provide background information for Congress in reauthorizing the Individuals with Disabilities Education Act (IDEA). An introductory synthesis addresses principles of the IDEA, evidence of the Law's effectiveness and the effectiveness of special education, promising practices, continuing barriers to their implementation, and recommendations for change. Categorical reports include: (1) "Learning Disabilities" (Don D. Deshler and Jean Schumaker); (2) "Mental Retardation" (Edward A. Polloway et al.); (3) "Serious Emotional Disabilities" (Lucille Eber and C. Michael Nelson); (4) "Severe and Multiple Disabilities" (Michael F. Giangreco and Martha E. Snell); (5) "Autism" (Glen Dunlap and Meme Eno-Hieneman); (6) "Physical Disabilities" (Sherwood J. Best and Gary A. Best); (7) "Special Health Care Needs" (Marilyn Ault); (8) "Visual Impairments" (Sandra Lewis); (9) "Hearing Impairments" (John Luckner); and (10) "Traumatic Brain Injuries" (Ron Savage). Topical reports include: (1) "Early Intervention and Part H" (Don Bailey et al.); (2) "Early Childhood Education" (Michael J. Guralnick); (3) "Least Restrictive Environment: Overview and Upper School" (Susan Brody Hasazi and Katharine Furney); (4) "Least Restrictive Environment: Early Childhood" (Samuel L. Odom); (5) "Least Restrictive Environment: Elementary and Middle School" (Kathleen Gee); (6) "Social Relationships" (Luanna H. Meyer); (7) "Self-Determination" (Michael Wehmeyer); (8) "Transition" (Frank R. Rusch); (9) "Supported Employment" (Paul Wehman and W. Grant Revell, Jr.); (10) "Minority Issues" (Vivian Correa et al.); (11) "Collaboration" (Jacqueline Thousand et al.); (12) "Parent-Professional Participation" (Thomas H. Powell and Patricia L. Graham); (13) "School Restructuring" (Margaret McLaughlin); (14) "School-Linked Services" (Wayne Sailor); (15) "Participatory Action Research" (Ann P. Turnbull and H. Rutherford Turnbull III); (16) "Positive Behavioral Support" (Robert H. Horner et al.); and (17) "Violence Prevention and School Safety" (Hill W. Walker). A brief description of the National Council on Disability is appended. (Individual papers contain references.) (DB)
LV: 1
CH: EC
FI: ED
DTN: 020; 120
811 of 1121
AN: EJ468295
CHN: CG542977
AU: Walker,-Martha-Lentz
TI: Participatory Action Research.
PY: 1993
JN: Rehabilitation-Counseling-Bulletin; v37 n1 p2-5 Sep 1993
ULIB Per RM 930 A1 R4X v.9,no.3 March 1966+
SN: ISSN-0034-3552
AV: UMI
DT: Opinion Papers (120)
LA: English
DE: *Action-Research; *Disabilities-; *Participatory-Research; *Rehabilitation-; *Research-Design
ID: *Focus-Groups
IS: CIJJAN94
AB: Describes aspects of participatory action research and considers advantages of using participatory action research in research by disabilities and rehabilitation researchers. Notes that participatory action research can be built into any rehabilitation research design but that it rests upon the recognition of persons with disabilities as integral to research undertaking. (NB)
CH: CG
FI: EJ
DTN: 120; 080
810 of 1121
AN: EJ468299
CHN: CG542981
AU: Cantrell,-Robert-P.; Walker,-Martha-L.
TI: Participatory Action Research and Policy Making: Consumers and Nonconsumers Deliberate the Reauthorization of the Rehabilitation Act.
PY: 1993
JN: Rehabilitation-Counseling-Bulletin; v37 n1 p37-52 Sep 1993
ULIB Per RM 930 A1 R4X v.9,no.3 March 1966+
SN: ISSN-0034-3552
AV: UMI
DT: Reports - Research (143)
LA: English
DE: Action-Research; Counselors-; Participatory-Research; Policy-Formation
DE: *Counselor-Attitudes; *Federal-Legislation; *Rehabilitation-; *Rehabilitation-Counseling; *Vocational-Rehabilitation
ID: *Consumer-Attitudes
IS: CIJJAN94
AB: Implemented participatory action research approach to policy making in effort to promote partnership between consumers and professionals by deliberating together on issues and values underlying Rehabilitation Act. Results found consumers and nonconsumers agreeing on need for adequate funding of vocational rehabilitation programs and use of qualified rehabilitation counselors. (Author/NB)
CH: CG
FI: EJ
DTN: 143; 080
811 of 1121
AN: EJ468295
CHN: CG542977
AU: Walker,-Martha-Lentz
TI: Participatory Action Research.
PY: 1993
JN: Rehabilitation-Counseling-Bulletin; v37 n1 p2-5 Sep 1993
ULIB Per RM 930 A1 R4X v.9,no.3 March 1966+
SN: ISSN-0034-3552
AV: UMI
DT: Opinion Papers (120)
LA: English
DE: *Action-Research; *Disabilities-; *Participatory-Research; *Rehabilitation-; *Research-Design
ID: *Focus-Groups
IS: CIJJAN94
AB: Describes aspects of participatory action research and considers advantages of using participatory action research in research by disabilities and rehabilitation researchers. Notes that participatory action research can be built into any rehabilitation research design but that it rests upon the recognition of persons with disabilities as integral to research undertaking. (NB)
CH: CG
FI: EJ
DTN: 120; 080
856 of 1121
AN: EJ443994
CHN: CE523749
AU: Dick,-Bob
TI: Educating the Change Agents.
PY: 1991
JN: Studies-in-Continuing-Education; v13 n2 p139-52 1991
SN: ISSN-0158-037X
DT: Journal Articles (080)
LA: English
DE: Higher-Education; Skill-Development; Technical-Assistance
DE: *Action-Research; *Change-Agents; *Consultants-; *Social-Change; *Systems-Approach
IS: CIJSEP92
AB: The University of Queensland's social consultancy curriculum helps change agents develop such skills as flexibility, confidence, and judgment. The program uses systems concepts, process consultation, action research, and the models of Argyris and Schon to help future consultants understand people and social systems. (SK)
CH: CE
FI: EJ
DTN: 080; 143
911 of 1121
AN: ED374377
CHN: CG025655
AU: Argyris,-Pamela; And-Others
TI: Improving Conflict Resolution Skills of Primary Students through Curriculum Adaptation and Teacher Interventions.
PY: 1994
NT: 83 p.; M.A. Thesis, Saint Xavier University.
PR: EDRS Price - MF01/PC04 Plus Postage.
DT: Dissertations /Theses - Masters Theses (042)
CP: U.S.; Illinois
LA: English
PG: 83
DE: Aggression-; Antisocial-Behavior; Cooperative-Learning; Group-Activities; Interpersonal-Communication; Questionnaires-; Social-Cognition; Social-Problems; Surveys-
DE: *Conflict-Resolution; *Interpersonal-Competence; *Primary-Education; *Problem-Solving; *Self-Esteem; *Units-of-Study
ID: Peace-Education
IS: RIEFEB95
AB: This report describes a program for improving social and conflict resolution skills of primary students in three middle class suburban schools located in a northwest suburb of Chicago, Illinois. This program was recognized by teaching staff who found students lacking in social skills, problem solving strategies and the ability to solve conflicts. Teacher observation and teacher/student surveys confirmed the problem. Analysis of the probable cause data revealed that students demonstrate inappropriate (negative) skills for resolving their own conflicts, and that this lack of skill may come from socioeconomic background, exposure to violence, poor family relations, poor self-esteem and a lack of knowledge of alternative solutions. A combination of solution strategies suggested by research, teacher experience and collegial support resulted in the following interventions: (1) provide lessons on self-esteem; (2) utilize conflict resolution techniques through literature and role playing; and (3) adapt the life skills unit. The outcome of this Action Research Project was that students exhibited an increase in their ability to recognize and resolve conflict by utilizing appropriate resolution strategies. (Author)
LV: 1
CH: CG
FI: ED
DTN: 042
1025 of 1121
AN: ED357268
CHN: CE063696
AU: Argyris,-Chris
TI: Knowledge for Action: A Guide to Overcoming Barriers to Organizational Change.
PY: 1993
SN: ISBN-1-55542-519-4
AV: Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104 ($29.95).
NT: 309 p.; Jossey-Bass Management Series and Jossey-Bass Social and Behavioral Science Series.
PR: Document Not Available from EDRS.
DT: Books (010)
CP: U.S.; California
LA: English
PG: 309
DE: Adult-Education; Case-Studies; Consultation-Programs; Field-Interviews; Guidelines-; Intervention-; Needs-Assessment; Observation-; Organizational-Climate; Organizational-Communication; Program-Implementation
DE: *Action-Research; *Change-Strategies; *Organizational-Change; *Organizational-Development; *Problem-Solving; *Research-Methodology
IS: RIEOCT93
AB: This guide is intended to help organizational researchers involved in diagnosing organizations and helping them change. Part 1 focuses on defensive routines that limit learning at the organizational, intergroup, group, and individual levels. Part 2 focuses on the case study of a consulting firm at which a climate fostering learning and change was established. Each chapter in Part 2 covers one of the following steps in diagnosing and intervening in an organization: (1) interview and observe the players; (2) organize the findings for learning and action; (3) conduct meaningful feedback sessions; and (4) facilitate the change seminar with live cases. Part 3 discusses the following possible outcomes of the four-step diagnosis and intervention process: stopping button pushing and explosive relationships, overcoming resentment and rebuilding trust, managing the clash of expectations and needs to build new team leadership, getting feedback from below, and discussing and correcting out-of-control routines. The final section of part 3 summarizes the implications of the case study in the form of a model for change and improvement. A discussion of the implications for conducting research that produces actionable knowledge that can be used by practitioners is appended. The bibliography lists 215 references. (MN)
LV: 3
CH: CE
FI: ED
DTN: 010
514 of 1121
AN: EJ516386
CHN: HE534684
AU: Schon,-Donald-A.
TI: The New Scholarship Requires a New Epistemology.
PY: 1995
JN: Change; v27 n6 p26-34 Nov-Dec 1995
ULIB Per LB 2300 C43x v.1,no.1+ Jan./Feb. 1969+
SN: ISSN-0009-1383
AV: UMI
DT: Reports - Evaluative (142); Opinion Papers (120); Journal Articles (080)
LA: English
DE: Change-Strategies; Educational-Change; Educational-Philosophy; Educational-Trends; Higher-Education
DE: *Action-Research; *College-Role; *Epistemology-; *Learning-Processes; *Research-Universities; *Scholarship-
ID: *Scholarship-Reconsidered
IS: CIJMAY96
AB: This article argues that if higher education pursues the new norms of scholarship proposed by Ernest Boyer in "Scholarship Reconsidered," a new kind of action research is required that would conflict with the epistemology of the existing research university. An illustration of this kind of research is offered, and the epistemological, institutional, and political issues it would raise are discussed. (MSE)
CH: HE
FI: EJ
DTN: 142; 120; 080