Teachers in Action

Abstract Action research bridges the gap between theory and practice in education by empowering the teachers as the primary investigators. This study examines a semester long project in which second year teachers implemented classroom-based research endeavors in their classrooms while taking part in a graduate class. The researcher shares teacher-selected topics, challenges, and findings from the projects. Benefits of having teachers participate in action research projects in a supportive environment are shared. Introduction Often research about classrooms and schools is implemented by researchers outside of K-12 settings. While these findings certainly contribute to the understanding of teaching and learning, teachers need to be involved in the study of their own practice so they can see how assessment can be valuable information for their classrooms. “If we think of the self-study and action research as embedded assessments, the participants are doing the research and gaining in their own professional and personal development as a result of doing the research” (Oja, 2002, p. 1). Action research bridges the gap between theory and practice in education by empowering the teachers as the primary investigators. Teachers study classroom or school problems, collecting data on new practices with the goal of improving student academic or social learning or school climate (Capobianco, Horowitz, Canuel-Browne, & Trinarchi, 2004; Jaworski & Lee, 1997). Johnson (2002) describes the ‘Action Research Quadrant’ as “a two way flow of information in AR where theories and research related to best practice are used to understand and observe what is happening in a classroom setting, and at the same time, the data is used to understand or inform theories and research related to best practice” (p. 17). Involving teachers in the process of research invites teachers to take risks and make changes in their teaching practices and philosophy (Johnson, 2002). Action research promotes teachers’ professional growth by giving them ownership of their practices, involving them in the reflective process, expanding their pedagogy, and highlighting the connection between teaching and student achievement (Hensen, 1996). Using action research as a form of staff development increases professionalism in education (Tomlinson, 1995) and allows teachers to become agents of change (Hensen, 1996). This article describes a semester long project in which second year teachers implemented classroom-based research endeavors in their classrooms while taking part in a graduate class, “Teacher as Inquirer.” The Project The elementary and middle school teachers involved in action research projects were enrolled in a two-year graduate program in teacher education. While seeking certification they were teaching in urban, Catholic schools. Some participants were struggling with classroom management issues and were not yet confident in their teaching ability. A few were questioning their decision to stay in the teaching profession and some were disheartened by their experience. On the first day of class the participants voiced frustrations. They wanted practical ideas and strategies that they could bring back to their classrooms where they were teaching a class of 25-30 inner-city students in a school with limited resources and materials. Designing the course around participants’ needs, the instructor used a model of action research which incorporated a cycle of planning, acting, observing and reflecting (Hopkins, 1985; Keemis, 1982). In the planning stage, a problem is identified and a strategy to address the problem is designed. Next, in the acting stage and observing stage, the strategy is incorporated and the teacher records the results using various methods. Conclusions are drawn in the reflection stage and the original plan may be modified. Participants were asked to examine their practices and identify the struggles that they were facing or select strategies they would like to try.