“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 8: Creating Knowledge Democracies: Professional Development Schools
Creating Knowledge Democracies: Professional Development Schools
In this chapter, I introduce the concept of the Professional Development School (PDS) as a comfortable and inviting home for creating a knowledge democracy. I discuss how the formation of a PDS brings essential resources and precious time for collaborative democratic research. The distinctive features of the PDS as a knowledge-creating school are delineated, the development of a school research culture is examined, and the challenges of building a professional development school as a knowledge democracy are explored. The common elements of critical collegiality and the essential concrete requirements for establishing an embedded research culture are developed. The chapter concludes with a discussion of 11 conditions for facilitating collaborative inquiry and a presentation of ...