Change theory endorses a set of normative role prescriptions determining how the participants in curriculum change should be viewed. (JN)

Discusses the conflicting roles of practitioners and academics in the improvement of teaching practice, focusing on the need for closer relations between teachers and teacher educators and the effectiveness of action research in bridging the gap. Also discusses the role of the practitioner and ordinary knowledge in the improvement of teaching…

Describes the new national biology curriculum in the Netherlands, including a modern branch of biology called ethology. Topics covered include General Objectives, Lessons on Ethology and Student Skills, Role of Ethological Theory in Lessons, Emphasis on Human Behavior, Student Skills to be Developed, and items to be included in lessons such as…

Defines action research in terms of science education, delineates the process, provides the rationale for research into practice, and gives an example of putting this process into action. Includes some tips for data collection and analysis. (DDR)

Describes a two-tiered model for integrating middle school curriculum. In the parallel model, content area instructors teach individual content separately, integrating subject matter whenever logical connections occur between disciplines. In the integrated thematic model, thematic units allow deliberate, in-depth integration. Combining these…

Describes the Vermont Autumn Showcase Tour for Early Care and Education as a strategy to reengage legislators and community leaders in early childhood education/care. Notes that regions that had previously hosted a community event focusing on early childhood issues had higher attendance than initial implementers, and that unexpected benefits…

Describes a simple activity that explores and reveals the principles of significant figures and scientific notation using a 500 gram bag of unpopped popcorn. Students must devise a method for determining the number of kernels in the bag. (DDR)

Reports on four action research studies that had impact on classroom practices. Topics include student self-assessment and problem solving. (DDR)

Addresses the problem that teachers are still hesitant to use technology for teaching and learning. Proposes that action research can be an effective professional development strategy to show teachers how to use computer technology in their classrooms. Suggests that since action research provides a structure for reflective practice, it can…

Results are reported from a longitudinal study of teachers' (N=18) development in writing instruction. Two approaches to writing instruction are contrasted: technical rationality and reflection-in-action. The four-phase action research study was carried out in the context of a one-year in-service training program to prepare writing-teacher…

As a University of Northern Iowa project showed, reflection can help teachers develop their own educational visions and improve their self-confidence. Trained to defer to professors and supervisors for good grades and positive evaluations, student teachers said they had a voice, but had learned to withhold it. Includes seven references. (MLH)

This article describes a collaborative action research project between University of Houston education faculty and the staff of five elementary schools. The project investigated the status of learning cultures for teachers and administrators in their schools. Implications for initial and continuing preparation of teachers and principals are drawn.…

A Canadian secondary school teacher relates how reflecting on her teaching decisions through action research enabled her to cope with teaching a course in an unfamiliar subject area. (IAH)

Describes a simple exploratory teaching model including exploration and codification phases. Reports the findings of a small-scale action-research project to implement and evaluate it. Concludes that there was no underachievement for the exploratory approach, and a strong association between student performances for routinized mathematical…

Argues for the scientific and practical value of participatory action research (PAR) and urges that this methodology be used in the social sciences. Defines PAR and places it in the context of traditional research. Illustrates the PAR process using two case studies. Claims that PAR can contribute to the advancement of social theory. (KO)