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Record identifier : 569614
Personal Name - Primary Intelectual Responsibility : Schilling, Glenn W
Title and statement of responsibility : From the inside out: A study of teacher learning and epistemic transformation through a collaborative action research model [Thesis]
Publication, Distribution,Etc. : The University of Wisconsin - Milwaukee, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , The University of Wisconsin - Milwaukee
Summary or Abstract : Using a process sponsored by the Wisconsin Department of Public Instruction's Responsive Education for All Children Grant program (REACh), this study examined the nature of teacher learning when teachers were involved in collaborative action research that focused on changing instructional methods to address the needs of struggling student learners. The study also considered changes in teacher viewpoints and beliefs about epistemology and instructional practices. Ten teachers in an elementary school participated in a 10-month program and collaborated on an action research plan to address student reading performance. Data for this research was collected through interviews, team meetings, REACh sessions, and through individual conversations. This study is qualitative and is formulated on a phenomenology theory of teacher learning when teachers examine their instruction through data analysis and collaborative inquiry. This study found that, consistent with previous research, teacher beliefs about teaching and learning are difficult to change, but points of view are more readily altered when teachers reflect on the effectiveness of instructional methods. Team collaboration, analysis of data, and applying an action research model were found to be an effective method for only a few of the participants in this study. Working within their belief system, four teachers changed aspects of their pedagogy, indicating noted improvement in student reading performance. Others demonstrated little or no change as a result of their participation in the REACh project. Variables and factors affecting the dynamics of the school culture impeded the focus and work of many participants and influenced the nature of collaboration, distracting them from implementing and monitoring the team goal. This research concludes that a school-based staff development model that utilizes student performance data, action plans that address student learning needs, and organized collaborative team sessions to discuss and monitor the effectiveness of instructional methods, has potential to enhance teacher learning and change epistemic views. Further, this study also concludes that characteristics of an effective school-based professional development and action research plan must consider factors that inhibit their effectiveness, such as essential leadership, and a priority of needs within the school environment..
Topical Name Used as Subject : School administration
: Elementary education
: Teacher education
Information of biblio record : TL
 
 
 
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