Transcription of Conducting Teacher Action Research
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Conducting Teacher Action Research
23411 Conducting Teacher ActionResearchThis chapter describes a process for Conducting a Teacher actionresearch study. The suggestions offered here have emanated frommy reading in the Action Research literature and my personal experi-ences and engagement in a variety of collaborative Teacher actionresearch studies during the past 40 years. My pedagogical voice per-meates the chapter, but I hope it does so in a way that establishes mean-ingful contact with you the reader. I have tried to capture in thischapter the realities, complexities, and challenges of conductingteacher Action Research . In several places in the chapter, I emphasize theimportance of the critical process that recursion represents in the con-duct of Action Research , particularly as recursion affects Research ques-tions and the processes of data collection and analysis.
Exploring the relationship between your beliefs and classroom ... What constitutes a good teacher research question? (See examples in Table 11.1.) A good classroom action research question should be meaningful, compelling, and important to you as a teacher-researcher. ... • How is student time on task affected when I assign middle-school students
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