Inquiring into Teacher Best Practices through Action Research Partnerships
Marianne B. Barnes
Terence Cavanaugh
Lehman W. BarnesUniversity of North Florida
Concern about Reforms in Schools
Lingering achievement gaps Need for teachers who believe that change
can occur (action research) Development of teacher leaders who use
inquiry processes and are supported Challenge of curriculum mandate
(supported by teacher integrated action research)
Research Questions
1. What are the effects of a specialized graduate course on teacher leaders in science and mathematics and their practice in their own settings?
2. What are the impacts of a state funded action research initiative?
3. What are the impacts and issues connected to action research workshops in Florida and New Mexico?
The Original Context
Duval County Public Schools (DCPS) - the 20th largest US school district
Serves 129,000 students (47% White, 43% African American, 5% Hispanic, and 5% other, with a large percentage of low SES students
8,000 teachers work in the schools Presence of an NSF/USI for past six years with
emphasis on teacher PD and teacher leadership University of North FL—longtime partner
Teacher Leadership in Duval
Essential to health of a school in which all children can learn (Barth, 2001)
Sustained by strong partnerships (Patterson, 2002; Zimpher, 1988)
Tied to the needs and concerns of teachers (Lawrenz, 2001)
Focused on inquiry and action research, school improvement, effective teaching, collaboration, and understanding of leadership roles
Action Research
Contextualized, systematic, localized, and aimed at developing changes in practice and student learning (Mills, 2003; Wallace, 2000).
Fundamental components include (1) developing a plan for improvement (2) implementing the plan (3) observing and documenting its
effects (4) reflecting on effects for further
planning and informed action (Kemmis & McTaggert, 1988).
Graduate Course: "Teacher Leadership
in Science and Mathematics"
Team developed with lead faculty Emphasized school reform aspects
relevant to this large, urban school district
Text: Action Research: A Guide for the Teacher Researcher, by G. E. Mills, 2003 (to guide action research projects)
Culminated in conference - poster sessions and focus groups
Studied by graduate student and participant, D. Kerlin supported by USI and Center for Public Policy and Leadership
Course Participants
Four groups of varying backgrounds starting in Spring 2003
Teaching experience from 1-31 years Levels were mixed in group 1, secondary in
group 2, elementary in group 3, and mixed in group 4
Groups ranged from 11-21 teachers
Course Data Gathering
Throughout and after the course Surveys, journals, focus groups, and
interviews Responses coded and grouped under
headings to allow relationships and patterns to emerge (Miles & Huberman, 1994)
Sample teacher action research preparation interviewhttp://www.nefstem.org/teacher_guide/videos/Prep_phase_interview.wmv
Identified Teacher Needs
Initial survey during course revealed strengths and concerns:
Time, communicating, mentoring, Working with administrators, collaborating, Using inquiry strategies and resources, Leadership, and pursuing personal professional
development Course emphasis was adjusted accordingly
Course Goals Developed with Teacher Input
Increasing teacher leadership capacity Strengthening the science and mathematics
teacher support network Learning action research knowledge base and
skills Using action research to enhance student
achievement Comprehending past and current reform initiatives Engaging in reflection for planning
Teacher Action Research Projects
Projects included emphasis on mentoring of students and teachers, integrating reading or technology with
science and mathematics learning, motivational techniques, scientific visualization, and grade level inquiry approaches, among
others.
Sample teacher interviews on action research project implementationhttp://www.nefstem.org/teacher_guide/videos/action_phase_interview.WMV
Sample Project
Project Proposal: Can the use of hands-
on math materials increase student achievement when used during introductory lessons?
http://www.nefstem.org/project/final_reports/Gaskins.pdf
Midpoint Question and Journal
Review
How is this course impacting you personally and professionally at this point in time?
Fatigue/stress with role confusion Excitement/enthusiasm about AR process Benefits: course readings, database
searches, personal development Dialog with principals and peers More attention to student voices
Impact and What’s Next for the Teachers?
More effective leadership, collaboration, reflection, and research skills
Continuing and sharing action research at home school
Plans for further education and/or National Board certification
Most Beneficial Aspects in Course
Reviewing professional journal articles Learning to search databases electronically Interacting with colleagues, including peer reviews
and poster sessions Pacing of work and support Emphasis on role as a teacher leader Action research - learning steps and data collection
techniques Expert visitors
Perceptions Instructor: “The most fulfilling experience in
all my 28 years of teaching” JUSI director: “I need the reality of your
experiences to continue to support our endeavor as teacher leaders."
Teacher: “We need support, sharing, ideas." Teacher: "Some principals are now seeing
for the first time that good learning goes on in noisy, interactive, sometimes messy classrooms."
Consultant: “We need to investigate together.”
Focus Group after 2nd Course Offering 11 participants, staff, and consultant
Further Action Research work with state funding (MURMSI)
19 teachers with 3 mentors in workshops for 7 months
5 university faculty 2 graduate student action research projects Coordinated by NEFSTEM: NE FL Science,
Technology, and Mathematics Center for Education (Colleges of Ed and A&S)
NEFSTEM MURSMI project on action research:
http://www.nefstem.org/project.htm
Outcomes of MURMSI Project
a real and virtual network of teacher leaders implementing action research
teacher-generated assessment data
a model for teacher development that includes characteristics inherent in changed behaviors associated with action research leading to enhanced student performance
Project Outcomes (cont’d)
a dedicated website describing the project and sharing teacher action plans and experiences (www.nefstem.org)
a web-based guide describing action research for teacher leaders including real examples of teacher-generated problems, data, and results, located at the project website.
http://www.nefstem.org/teacher_guide/intro/index.htm
NEFSTEM Action Research website http://www.nefstem.org/
project.htm
NEFSTEM Action Research Teacher
Blogs
http://www.nefstem.org/action_research_j
ournals.htm
Work with Teachers in Other Venues—FL and NM
Nassau County, FL—5 teachers State funds for action research through
competitive process in NM Work in NM in Fall 2004
and Fall 2005 Proposals developed in
3 sessions with some partnering
Time and confidence issues
Impacts of Action Research Supported by Partnerships
Action research is a viable strategy to sustain science and mathematics teacher inquiry into practice in an urban setting.
Teacher empowerment Teacher generated data on student behavior:
reduced absenteeism, heightened engagement, and increases in student achievement; need longitudinal studies
Teacher development of coaching and mentoring skills, especially with new teachers
Awareness of need for time and trust Awareness of need for partner and administrative
support for sustainability
Project Outcomes
Pervasive influences on teaching practice, student development, parent and community involvement
Impact on collaboration, networking, self-efficacy, and empowerment
Generation of collective reflection and new approaches to finding solutions
Sample teacher interviews on action research project implementationhttp://www.nefstem.org/teacher_guide/videos/results_interview.WMV
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