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When teachers examine their practice...

Marion, Robin Dale.

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When teachers examine their practice: Action research as a vehicle for teacher learning in one urban school district.

Record Type:	Electronic resources : Monograph/item
Title/Author:	When teachers examine their practice: Action research as a vehicle for teacher learning in one urban school district./
Author:	Marion, Robin Dale.
Description:	254 p.
Notes:	Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1447.
Contained By:	Dissertation Abstracts International59-05A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9825751
ISBN:	0591871106

When teachers examine their practice: Action research as a vehicle for teacher learning in one urban school district.
Marion, Robin Dale.

When teachers examine their practice: Action research as a vehicle for teacher learning in one urban school district. - 254 p.

Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1447.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1998.

The focus of this study is on uncovering the conditions under which teachers have, from their perspective, learning experiences that are meaningful and effective. The study is based on the reported impact of practitioner research on teachers' thinking, practice and resolve by academics studying practitioner research, by those facilitating the process, and by participants engaged in study of their practice. It is a search for the defining characteristics of one particular program, called classroom action research, supported by the Madison Metropolitan School District. At the heart of the study is exploration of the question, What is the nature of classroom action research? Using ethnographic methods, two groups of teachers are followed closely as they engage in action research over a year's time. Through field observation, interviews with participants and facilitators, and analysis of individual teacher studies, the defining characteristics of the program are uncovered, the conditions are articulated, and the reported impact by participants is examined. The study closes with the suggestion that particular conditions under which teachers engage in learning activities may be as important, if not more important, than the activities themselves in determining the quality of learning, from the perspective of the participants, that results.

ISBN: 0591871106Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

When teachers examine their practice: Action research as a vehicle for teacher learning in one urban school district.
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100 1 $a Marion, Robin Dale. $3 1927135
245 1 0 $a When teachers examine their practice: Action research as a vehicle for teacher learning in one urban school district.
300 $a 254 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1447.
500 $a Supervisor: Kenneth Zeichner.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1998.
520 $a The focus of this study is on uncovering the conditions under which teachers have, from their perspective, learning experiences that are meaningful and effective. The study is based on the reported impact of practitioner research on teachers' thinking, practice and resolve by academics studying practitioner research, by those facilitating the process, and by participants engaged in study of their practice. It is a search for the defining characteristics of one particular program, called classroom action research, supported by the Madison Metropolitan School District. At the heart of the study is exploration of the question, What is the nature of classroom action research? Using ethnographic methods, two groups of teachers are followed closely as they engage in action research over a year's time. Through field observation, interviews with participants and facilitators, and analysis of individual teacher studies, the defining characteristics of the program are uncovered, the conditions are articulated, and the reported impact by participants is examined. The study closes with the suggestion that particular conditions under which teachers engage in learning activities may be as important, if not more important, than the activities themselves in determining the quality of learning, from the perspective of the participants, that results.
590 $a School code: 0262.
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650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Philosophy of. $3 783746
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710 2 0 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 59-05A.
790 1 0 $a Zeichner, Kenneth, $e advisor
790 $a 0262
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792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9825751