An action research study examined the influence of the Effective Early Learning Quality Evaluation and Development Process on British preschool playgroup practitioners and their practice. The collaborative action approach to developing practice empowered the practitioners and enhanced their professional development. This in turn had a positive…

Examines ways that teachers' knowledge about teaching and their educational situations grow when they are engaged collaboratively with other teachers in inquiry on their own practice. Results indicate that mechanisms for enhancement of normal practice include anecdote telling, trying out ideas, and systematic inquiry. Contains 66 references.…

Action research, in which the college teacher leads students in design and implementation of a study responsive to specific community needs, is proposed as one way of linking faculty imperatives of teaching, research, and public service. The approach allows faculty to gather and analyze data for publication while meeting instructional…

Focuses on how the Action Teams in two elementary schools and one middle school in Baltimore (Maryland) used the Framework of Six Types of involvement developed by J. L. Epstein to develop effective school-family-community connections. Nine key insights derived from the study are presented. (SLD)

Examines ways in which teachers can benefit from professional development throughout their careers to enhance their teaching style and improve their career prospects. The article argues that what is good for the individual teacher is good for the school and vice versa. The article covers notions of career mapping, action research, and continuing…

Provides background information on using action research in music education. Offers guidelines for teachers to help them do action research. Includes an example of how a music teacher conducted action research in which the teacher asked, "Why did [the students] continue vocal music from middle school to high school?" (CMK)

Describes a collaborative approach to action research involving 41 practitioners in two elementary schools. The practitioners designed, implemented, and evaluated solutions to classroom and building-level issues affecting the inclusion of students with moderate to profound disabilities. Two case studies are shared to illustrate the process.…

Addresses the importance of making sure students clearly understand decimal numbers and their names. Discusses decimal notation and how students can be helped to construct meaning for decimal numbers to aid them in developing a sense for the sizes of decimal numbers. Concludes with two action research ideas. (AIM)

Describes a study that used action research and a sociocultural framework to assess the effectiveness of a listserv for teacher training. Investigated whether it created opportunities for the development of language teacher discourse; whether teachers-in-training engaged in instructional conversations on a listserv; and problems associated with…

Identifies certain conceptions regarding the science content studied by students aged 9-11 years and develops a strategy for altering these conceptions. Reviews research on misconceptions and defines action research. (DDR)

Action research can take on different characteristics because underlying it are differing epistemological assumptions, which in turn shape methodological choices as well as how problems are formulated. This article examines three perspectives, and their accompanying methodologies, common to action research: positivism, interpretivism, and critical…

Action Research on Change in Schools, a two-year National Institute of Education funded collaborative action research project, is described. The following aspects of action research are examined: conditions or requirements for successful collaborative action research, the process of collaboration, and expected theory/practice and staff…

This article discusses the rationale for teaching preservice teachers to participate in action research, and describes the guidelines followed in developing and teaching the action research course given as part of the elementary PROTEACH program at the University of Florida. (IAH)

Argues that classroom research helps teachers (1) explore in a focused way what works with their students; and (2) discover if a problem will be solved by changing the classroom environment. Presents examples of classroom research. Describes procedures for conducting classroom research. (RS)

The collaborative five-phase process of an action research team's two-year project in a New Hampshire junior high school is described. This qualitative study sheds light on team experiences, developmental phases, interpersonal tasks/issues, group processes, outcomes, and staff-development experiences. Team meetings/projects create an outlet for…