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Inquiring into Teacher Best Practices through Action Research Partnerships

Inquiring into Teacher Best Practices through Action Research Partnerships. Marianne B. Barnes Terence Cavanaugh Lehman W. Barnes University of North Florida. Concern about Reforms in Schools. Lingering achievement gaps Need for teachers who believe that change can occur (action research)

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Inquiring into Teacher Best Practices through Action Research Partnerships

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  1. Inquiring into Teacher Best Practices through Action Research Partnerships Marianne B. Barnes Terence Cavanaugh Lehman W. Barnes University of North Florida

  2. Concern about Reforms in Schools • Lingering achievement gaps • Need for teachers who believe that change can occur (action research) • Development of teacher leaders who use inquiry processes and are supported • Challenge of curriculum mandate (supported by teacher integrated action research)

  3. Research Questions • What are the effects of a specialized graduate course on teacher leaders in science and mathematics and their practice in their own settings? • What are the impacts of a state funded action research initiative? • What are the impacts and issues connected to action research workshops in Florida and New Mexico?

  4. The Original Context • Duval County Public Schools (DCPS) - the 20th largest US school district • Serves 129,000 students (47% White, 43% African American, 5% Hispanic, and 5% other, with a large percentage of low SES students • 8,000 teachers work in the schools • Presence of an NSF/USI for past six years with emphasis on teacher PD and teacher leadership • University of North FL—longtime partner

  5. Teacher Leadership in Duval • Essential to health of a school in which all children can learn (Barth, 2001) • Sustained by strong partnerships (Patterson, 2002; Zimpher, 1988) • Tied to the needs and concerns of teachers (Lawrenz, 2001) • Focused on inquiry and action research, school improvement, effective teaching, collaboration, and understanding of leadership roles

  6. Action Research • Contextualized, systematic, localized, and aimed at developing changes in practice and student learning (Mills, 2003; Wallace, 2000). • Fundamental components include • (1) developing a plan for improvement • (2) implementing the plan • (3) observing and documenting its effects • (4) reflecting on effects for further planning and informed action (Kemmis & McTaggert, 1988).

  7. Graduate Course: "Teacher Leadership in Science and Mathematics" • Team developed with lead faculty • Emphasized school reform aspects relevant to this large, urban school district • Text: Action Research: A Guide for the Teacher Researcher, by G. E. Mills, 2003 (to guide action research projects) • Culminated in conference - poster sessions and focus groups • Studied by graduate student and participant, D. Kerlin supported by USI and Center for Public Policy and Leadership

  8. Course Participants • Four groups of varying backgrounds starting in Spring 2003 • Teaching experience from 1-31 years • Levels were mixed in group 1, secondary in group 2, elementary in group 3, and mixed in group 4 • Groups ranged from 11-21 teachers

  9. Course Data Gathering • Throughout and after the course • Surveys, journals, focus groups, and interviews • Responses coded and grouped under headings to allow relationships and patterns to emerge (Miles & Huberman, 1994) Sample teacher action research preparation interviewhttp://www.nefstem.org/teacher_guide/videos/Prep_phase_interview.wmv

  10. Identified Teacher Needs Initial survey during course revealed strengths and concerns: • Time, communicating, mentoring, • Working with administrators, collaborating, • Using inquiry strategies and resources, • Leadership, and pursuing personal professional development • Course emphasis was adjusted accordingly

  11. Course Goals Developed with Teacher Input • Increasing teacher leadership capacity • Strengthening the science and mathematics teacher support network • Learning action research knowledge base and skills • Using action research to enhance student achievement • Comprehending past and current reform initiatives • Engaging in reflection for planning

  12. Teacher Action Research Projects Projects included emphasis on • mentoring of students and teachers, • integrating reading or technology with science and mathematics learning, • motivational techniques, • scientific visualization, • and grade level inquiry approaches, among others. Sample teacher interviews on action research project implementation http://www.nefstem.org/teacher_guide/videos/action_phase_interview.WMV

  13. Project Proposal: Can the use of hands-on math materials increase student achievement when used during introductory lessons? http://www.nefstem.org/project/final_reports/Gaskins.pdf Sample Project

  14. Midpoint Question and Journal Review How is this course impacting you personally and professionally at this point in time? • Fatigue/stress with role confusion • Excitement/enthusiasm about AR process • Benefits: course readings, database searches, personal development • Dialog with principals and peers • More attention to student voices

  15. Impact and What’s Next for the Teachers? • More effective leadership, collaboration, reflection, and research skills • Continuing and sharing action research at home school • Plans for further education and/or National Board certification

  16. Most Beneficial Aspects in Course • Reviewing professional journal articles • Learning to search databases electronically • Interacting with colleagues, including peer reviews and poster sessions • Pacing of work and support • Emphasis on role as a teacher leader • Action research - learning steps and data collection techniques • Expert visitors

  17. Perceptions • Instructor:“The most fulfilling experience in all my 28 years of teaching” • JUSI director: “I need the reality of your experiences to continue to support our endeavor as teacher leaders." • Teacher: “We need support, sharing, ideas." • Teacher: "Some principals are now seeing for the first time that good learning goes on in noisy, interactive, sometimes messy classrooms." • Consultant: “We need to investigate together.” Focus Group after 2nd Course Offering11 participants, staff, and consultant

  18. Further Action Research work with state funding (MURMSI) • 19 teachers with 3 mentors in workshops for 7 months • 5 university faculty • 2 graduate student action research projects • Coordinated by NEFSTEM: NE FL Science, Technology, and Mathematics Center for Education (Colleges of Ed and A&S) NEFSTEM MURSMI project on action research: http://www.nefstem.org/project.htm

  19. a real and virtual network of teacher leaders implementing action research teacher-generated assessment data a model for teacher development that includes characteristics inherent in changed behaviors associated with action research leading to enhanced student performance Outcomes of MURMSI Project

  20. Project Outcomes (cont’d) • a dedicated website describing the project and sharing teacher action plans and experiences (www.nefstem.org) • a web-based guide describing action research for teacher leaders including real examples of teacher-generated problems, data, and results, located at the project website. http://www.nefstem.org/teacher_guide/intro/index.htm

  21. NEFSTEM Action Research website • http://www.nefstem.org/project.htm

  22. NEFSTEM Action Research Teacher Blogs http://www.nefstem.org/action_research_journals.htm

  23. Work with Teachers in Other Venues—FL and NM • Nassau County, FL—5 teachers • State funds for action research through competitive process in NM • Work in NM in Fall 2004 and Fall 2005 • Proposals developed in 3 sessions with some partnering • Time and confidence issues

  24. Impacts of Action Research Supported by Partnerships • Action research is a viable strategy to sustain science and mathematics teacher inquiry into practice in an urban setting. • Teacher empowerment • Teacher generated data on student behavior: reduced absenteeism, heightened engagement, and increases in student achievement; need longitudinal studies • Teacher development of coaching and mentoring skills, especially with new teachers • Awareness of need for time and trust • Awareness of need for partner and administrative support for sustainability

  25. Project Outcomes • Pervasive influences on teaching practice, student development, parent and community involvement • Impact on collaboration, networking, self-efficacy, and empowerment • Generation of collective reflection and new approaches to finding solutions Sample teacher interviews on action research project implementation http://www.nefstem.org/teacher_guide/videos/results_interview.WMV

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