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Teachers as Researchers: Implementation and Evaluation of an Action Research Model
Abstract
The model presented in this document focuses on an action research project known as the Academic Challenge Program (ACP). The program is designed to facilitate the collaborative, systematic development of research-based, innovative educational practice and to bridge the gap between educational theory, research, and classroom practice. General goals of the program are to promote collaboration between institutions of higher learning and state educational systems including practitioners and administrators; and to provide leadership in the following areas: identification of educational needs and problems; new knowledge about teaching and learning; the translation of new knowledge into classroom practice; the evaluation of new practices; and the dissemination of research findings and instructional materials. Specific objectives of the program are: to provide teachers with knowledge and experiences related to innovative teaching methods and materials, as well as the knowledge and experience needed to conduct classroom-based research; and to develop, implement, evaluate, and disseminate innovative teaching methods and materials. The ACP consists of three interrelated phases: pedagogical awareness; research, development, and evaluation; and classroom application. The report concludes with a discussion of the relationship between components of the ACP and the academic year. (LL)
... The authors claimed that both a teacher-mentor model and a set of requirements for establishing classroom teacher capability to conduct research had the potential to "empower" teachers to take action to improve their schools. Another model, the Academic Challenge Program, purported to facilitate collaborative action research to close the gap between theory/research and practice (Berlin & White, 1993). A specific program objective was to provide classroom teachers with the background needed to conduct classroom-based research. ...
Abstract This article is really a story, one of two professors’ efforts over three years to assist a high school do action research and, more importantly, follow up with plans and action. Action research results indicated differing perceptions among teachers, students, and parents regarding the climate of the school for students. Teacher and student focus groups helped determine 14 improvement areas, some of which became targets for action planning for school improvement. Despite the efforts of the professors, the high school did not follow through on most of the action plans for school improvement based on the outcomes of the research. The professors learned that once control of a research project shifts to the school’s staff, use of the findings is determined by that staff regardless of how the professors interpreted those findings. However, the five initial objectives of this collaborative action research were met. Calls for better collaborative efforts between universities and schools have become urgent among
... This approach was based on a collaborative effort between engineering education researchers and instructors. Taking a collaborative approach to continuous evaluation connects teaching to learning [27] and continual improvement guided by assessment of student learning [11]. The approach weds internally driven assessment (e.g., curricular reform and pedagogical improvement) with externally driven assessment (e.g., accountability and accreditation) and acts as a stimulus to reflective practice [9]. ...
A new method for course planning and learning assessment in
engineering design courses is presented. The method is based upon
components of design activity that are organized into a design attribute
framework. The learning objectives of design courses can be expressed
within this framework by selecting from among these components. The
framework can also be used to guide the development of survey
instruments for use in assessment. These two uses of the design
attribute framework are illustrated in the context of a freshman
engineering design course
In this study, we examine the validity of the Comprehensive Framework for Teacher Knowledge (CFTK) through a systematic review and meta-analysis. This model, developed through a series of exploratory studies, transforms current understanding of teacher knowledge from a linear structure to a three dimensional model by pairing 6 inter-related aspects into three orthogonal axes: 1) Field comprised of subject matter and pedagogy; 2) Mode comprised of orientation and discernment; and 3) Context comprised of individual and environment. The current study analyzes the way interactions of these aspects appear in literature across a wide domain of subject matters. These interactions have direct implications for future research on teacher knowledge as well as policies for guiding professional development and pre-service teacher training.
The article discuss about two main objectives the university has in relation to research: to teach how to do it, and to investigate. It presents different conceptions related to the "formative research" construct, and advances ways to implement it. Finally, it contrasts the meanings and functions of formative research and scientific research.
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