Action Research as a Way of Learning about Teaching in a Mentor/Student Teacher RelationshipStanulis, Randi
Nevins; Jeffers, Lynne
doi: 10.1080/01626620.1995.10463215pmid: N/A
Abstract This case of critical action research describes themes of learning in one mentor/student teacher relationship. A mentor teacher, student teacher, and university educator collaboratively examined philosophies, knowledge, and relational factors that guided actions during student teaching. Data collection included videotaped conferences, stimulated recall interviews, and writing in a dialogue journal. The mentor and university educator collaborated in data analysis and construction of a case of mentoring that includes four themes of learning: respect, learning community, mentor/student teacher relationship, and learning from action research. Results indicate benefits of supporting sustained conversations between mentor and student teacher, benefits of engaging in action research for the mentor and student teacher, and benefits of creating a collaborative context for teacher learning. I try to be real reflective. I try not to say, “No, that's wrong”, or “Yes, that's right” … And I try to let her find out things on her own. I can't just tell her, “No, you can't do that” … She has to find what works for her. (Lynne)
Action Research and Collaborative Inquiry in a School-University PartnershipCatelli, Linda A.
doi: 10.1080/01626620.1995.10463216pmid: N/A
Abstract In the last decade action research has played a significant role in education reform and in instituting change and improvement in school curriculum and professional education. In the context of a school-university partnership project, action research takes on the additional qualities of collaborative inquiry for purposes of achieving the goals of the partnership. The author's intent is to promote a wider use of action research as collaborative inquiry in school-university partnerships and to explain its powerful use for instituting change and improvement in education. A description of the partnership project and a historical review of collaborative inquiry provide a framework for the research. An explanation of the critical role action research plays in the partnership program and a description of two action studies conducted by the school practitioners and college personnel are presented, as examples of the value and power of action research.
Preservice Teacher as Researcher: A Research Context for Change in the Heterogeneous ClassroomFueyo, Vivian; Neves, Andrea
doi: 10.1080/01626620.1995.10463217pmid: N/A
Abstract More than ever before, those entering the teaching profession must be prepared to teach children culturally different from themselves. To accomplish this within the cultural contexts of teaching and learning, the authors propose restructuring preservice teacher education programs to include as a major goal the preparation of teachers who function as researchers. The authors redesigned two existing programs to include the teaching of research methodologies. The authors present the methods of inquiry and strategies used in teaching about research. Examples of student work are included, along with evidence to support this approach to teacher preparation. Implications for university teaching are also discussed.
Bookmatching in the Classroom: How Action Research Reached the Lives of Children through BooksGrindler, Martha C.; Stratton, Beverly D.; McKenna, Michael C.; Smith, Paige
doi: 10.1080/01626620.1995.10463218pmid: N/A
Abstract This article describes an action research project conducted under unusual circumstances. The project evaluated the effectiveness of using books to assist a kindergarten-age victim of sexual abuse. A partnership consisting of teacher educators, the classroom teacher, and the school psychologist first developed an approach that included not just the victim but his classmates, who benefitted by acquiring knowledge about abuse and strategies for dealing with it. The team then monitored the attempt, which was intended not to interfere with counseling efforts. Results included a dramatic breakthrough in the child's behavior, marked by acknowledgement of what had happened. Moreover, the children grew demonstrably in their knowledge of strategies they might apply if confronted by abuse and in their understanding that books can help them to solve problems in general. Changes in the classroom teacher's knowledge as a result of participation are also described.
Action Research, School Change, and the Silencing of Teacher VoiceDana, Nancy
Fichtman
doi: 10.1080/01626620.1995.10463219pmid: N/A
Abstract A group of elementary school teachers and the researcher engaged in collaborative action research in order to explore, implement, and document practitioner initiated change. Three assertions are reported: (1) teachers' newfound voices can be silenced by peers; (2) collaborative action research groups may provide essential support during school change efforts; (3) teachers can be silenced by a principal, even one who is supportive of school change and teacher empowerment. Support for these assertions unfold through the stories of two teachers and their principal. Implications for teacher education are drawn.
Bioteaching Ethics and the Researcher-Teacher: Considerations for Teacher EducationLovat, Terence J.
doi: 10.1080/01626620.1995.10463220pmid: N/A
Abstract The paper examines briefly the nature of the researcher-teacher movement, particularly in terms of its implications for teachers engaging in human interventionary research which goes beyond the normal expectations of classroom teaching. In addition, contemporary movements in practical and research-based ethics are examined, with special reference to the medical domain where the discipline of biomedical ethics serves to direct the human intervention that results from clinical and research practices. The paper proposes that a discipline which could be termed “bioteaching ethics,” borrowing from the nature and scope of biomedical ethics, might serve to direct the human interventionary actions of teachers engaged in classroom and research activities. Such a discipline merits the attention of contemporary teacher educators.