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16.7: Summary, Key Words and References

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    87486
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    Chapter summary

    The complexities of teaching require teachers to continue learning throughout their teaching careers. To become a lifelong reflective practitioner, teachers can rely on colleagues as a resource, on professional associations and their activities, and on professional publications related to educational issues and needs. Understanding the latter, in turn, requires understanding the purposes of the published material—whether it is offering a general framework, recommending desirable teaching practices, or advocating for a particular educational policy or need. Interpreting published material also requires understanding the assumptions that authors make about readers’ prior knowledge and beliefs.

    An important additional strategy for becoming a reflective practitioner is action research—studies of teaching and learning designed and carried out by teachers in order to improve their own practice. By nature, action research studies are highly relevant to classroom practice, but there are also cautions about it to keep in mind, both ethically and practically.

    Key terms

    Action Research

    Assumptions about readers’ prior knowledge

    Informed consent

    Insuring privacy of students

    Insuring freedom to participate

    professional associations

    purposes of educational research

    reflective practitioner

    Reliability

    Validity

    On the Internet

    <http://www.aera.net> This is the official website of the American Educational Research Association (or AERA), a major “umbrella” professional association supporting educational research of all kinds. The home page has links to over two dozen special interest groups (called “SIGs”), each specializing in some form of educational research or practice. There is, among others, a special interest group called “teacher as researcher”, intended primarily for educators involved in action research.

    <http://www.nea.org> This is the website of the National Education Association (or NEA), another major professional association of educators. The difference between this association and the American Educational Research Association, however, is that the NEA focuses less on presenting research as such, and more on issues of teaching practice. Like the AERA website, it includes articles on numerous topics that can be downloaded or read online.

    <https://ies.ed.gov/ncer/> This is the website of the National Center for Educational Research formerly the Office of Educational Research and Improvement of the Department of Education. It summarizes current research initiatives about education that are sponsored by the United States Federal government, and includes links for finding information about the individual initiatives which it lists.

    <www.scra27.org>, <https://www.aera.net/> These two websites belong to professional organizations dedicated to action research. The first belongs to the Society for Community Research and Action, a division of the American Psychological Association. It promotes and publishes action research in many professions, one of which is education. The second website belongs to the American Educational Research Association; as you might suspect from its name, it focuses exclusively on action research by educators.

    References

    Ackerman, R. & MacKenzie, S. (Eds.). (2007). Uncovering teacher leadership: Voices from the field. Thousand Oaks, CA: Corwin Press.

    Barone, T. & Eisner, E. (2006). Arts-based research in education. In J. Green, g. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research. Mahwah, NJ: Erlbaum.

    Bissex, G. (1980). GNYS AT WRK. Cambridge, MA: Harvard University Press.

    Brydon-Miller, M., Greenwood, D., Maguire, D. (2003). Why action research? Action Research, 1(1), 3-28. Clifford, P. & Friesen, S. (1993). A curious plan: Managing on the twelfth. Harvard Educational Review, 63(3), 339-358.

    Fenstermacher, G. (1994). The knower and the known: The nature of knowledge in research on teaching. In L. Darling-Hammond (Ed.), Review of research in education, Volume 20, pp. 3-56. Washington, D.C.: American Educational Research Association.

    Hayes, D. (2006). Telling stories: Sustaining improvement in schools operating under adverse conditions.Improving Schools, 9(3), 203-213.

    Hittleman, D. & Simon, A. (2005). Interpreting educational research, 4th edition. Englewood Cliffs, NJ: Prentice-Hall.

    Jimenez, R., Garcia, G., & Pearson, D. (1995). Three children, two languages and strategic reading: Case studies in bilingual/monolingual reading. American Educational Research Journal, 32(1), 67-98.

    Johnson, M. (2004). A philosophy of second language acquisition. New Haven, CT: Yale University Press. Lortie, D. (1975). Schoolteacher. Chicago: University of Chicago Press.

    Loughran, J., Hamilton, M., LaBoskey, V., & Russell, T. (Eds.). (2004). International handbook of self-study of teaching and teacher education practices. Dordrecht, The Netherlands: Kluwer.

    McDermott, R., Goldman, S., & Varenne, H. (2006). The cultural work of learning disabilities. Educational Researcher, 35(6), 12-17.

    Mills, G. (2006). Action research: A guide for the teacher researcher, 3rd edition. New York: Prentice Hall. Paley, V. (1981). Wally’s stories. Chicago: University of Chicago Press.

    Paley, V. (1988). Mollie is three. Chicago: University of Chicago Press.

    Paley, V. (1991). The boy who would be a helicopter. Cambridge, MA: Harvard University Press. Paley, V. (1998). Kwanzaa and me. Cambridge, MA: Harvard University Press.

    Paley, V. (2000). The kindness of children. Cambridge, MA: Harvard University Press.

    Paley, V. (2006). A child’s work: The importance of fantasy play. Chicago: University of Chicago Press. Ragland, B. (2007). Positioning the practitioner-researcher: Five ways of looking at practice. Action Research, 4(2), 165-182.

    Richardson, V. (1994). Conducting research in practice. Educational Researcher, 23(5), 5-10. Russell, T. & Loughran, J. (2005). Self-study as a context for productive learning. Studying Teacher Education, 1(2), 103-106.

    Samaras, A. & Freese, A. (Eds.). (2006). Self-study of teaching practices. New York: Peter Lang. Schmuck, R. (2006). Practical action research for change. Thousand Oaks, CA: Sage Publications. Schön, D. (1983). The reflective practitioner. New York: Basic Books.

    Schön, D. (1987, April). Educating the reflective practitioner. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, D.C.

    Saltzstein, H., Millery, M., Eisenberg, Z., Dias, M., & O’Brien, D. (1997). Moral heteronomy in context: Interviewer influence in New York City and Recife, Brazil. In H. Saltzstein (Ed.), New directions in child development: Culture as a context for moral development, pp. 37-50. San Francisco: Jossey-Bass.

    Seifert, Kelvin. (1981). Have we oversold mainstreaming? Journal of the Canadian Association for Young Children, 4(2), 6-9.

    St. Clair, R. (2005). Similarity and superunknowns: An essay on the challenges of educational research. Harvard Educational Review, 75(4), 435-453.

    Stenhouse, L. (1985). Research as a basis for teaching. London, UK: Heinemann. Stringer, E. (2007). Action research, 3rd edition. Thousand Oaks, CA: Corwin Publications.

    Tidwell, D. & Fitzgerald, L. (Eds.). (2006). Self-study and diversity. Rotterdam, The Netherlands: Sense Publishers.

    Ulichny, P. & Schoener, W. (1996). Teacher-researcher collaboration from two perspectives. Harvard Educational Review, 66(3), 496-524.

    Zeichner, K. (2007). Accumulating knowledge across self-studies in teacher education. Journal of Teacher Education, 58(1), 36-46.


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