Action Research: Enhancing Collaboration, Nurturing Professionals.Report as inadecuate




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This article relates the experiences of teachers from the Towson University/Prince George's County Public Schools, Maryland, Professional Development School (PDS) site. A Collaborative Action Research Study Group (ARSG) was formed to facilitate the professional development of inservice teachers involved in PDS partnerships. Setup of the ARSG was modeled after an effort described in an article about an action research study group. A summer reading group was established following Sagor's (1992) five-step process (problem formulation, data collection, data analysis, reporting of results, and action planning). The group added the goal of developing paired-site camaraderie among teachers. The group met over the summer, every other week, at a different person's home, where dinner and conversation were as important as reflective interviewing and analytic discourse (both part of the lengthy problem formulation phase). By August, there were teachers from each school committed to conducting research. When school began, the group met monthly and moved on to the data collection and analysis phases. Research areas were varied, all came down to the question of the teacher's responsibility for certain aspects of the child's growth and development. The next step, data reporting, is underway. (SM)

Descriptors: Action Research, College School Cooperation, Elementary Secondary Education, Faculty Development, Higher Education, Partnerships in Education, Preservice Teacher Education, Professional Development Schools, Teacher Collaboration, Teacher Responsibility











Author: Gooden, Kelly

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6339&id=ED474902







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