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Inquiring into Teacher Best Practices through Action Research Partnerships

Inquiring into Teacher Best Practices through Action Research Partnerships . Marianne B. Barnes Terence Cavanaugh Lehman W. Barnes University of North Florida. Concern about Reforms in Schools. Lingering achievement gaps

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Inquiring into Teacher Best Practices through Action Research Partnerships

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  1. Inquiring into Teacher Best Practices through Action Research Partnerships Marianne B. Barnes Terence Cavanaugh Lehman W. Barnes University of North Florida

  2. 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)

  3. Research Questions • What are the effects of a specialized graduate course on teacher leaders in science and mathematics and their practice in their own settings? • What are the impacts of a state funded action research initiative? • What are the impacts and issues connected to action research workshops in Florida and New Mexico?

  4. 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

  5. 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

  6. 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).

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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 implementation http://www.nefstem.org/teacher_guide/videos/action_phase_interview.WMV

  13. 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 Sample Project

  14. 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

  15. 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

  16. 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

  17. 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 Offering11 participants, staff, and consultant

  18. 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

  19. 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 Outcomes of MURMSI Project

  20. 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

  21. NEFSTEM Action Research website • http://www.nefstem.org/project.htm

  22. NEFSTEM Action Research Teacher Blogs http://www.nefstem.org/action_research_journals.htm

  23. 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

  24. 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

  25. 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 implementation http://www.nefstem.org/teacher_guide/videos/results_interview.WMV

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