“This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples.”—Kejing Liu, Shawnee State University
Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method.
Discusses how to build a school research culture through collaborative teacher research; Delineates the role of the professional development school as a venue for constructing a knowledge democracy; Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process; Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies
Chapter 6: Collaborative Action Research
Collaborative Action Research
Chapter 6 begins with a historical review of collaborative action research, discusses its characteristics, and then offers concrete examples of a variety of collaborative action research programs located across the country. I argue throughout this chapter that collaborative action research liberates teachers to assume leadership roles as constructors of knowledge and agents of change in helping schools to become centers of inquiry. The chapter concludes with specific but brief examples of a number of middle school teachers collaborating to support each others’ research studies.
Collaborative action research represents a renaissance within educational research. The idea of such collaborative efforts was initiated, articulated, and demonstrated by Corey (1953) and Schaefer (1967), then renewed and reinvigorated by the National Institute for Education, which ...