Action Research and Collaborative Inquiry in a School-University Partnership

Catelli, Linda A.

doi:10.1080/01626620.1995.10463216

Cited by 50 publications

(39 citation statements)

References 11 publications

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“…These five case studies echo many of the findings of Friesen (1994) and Catelli (1995), thus reinforcing their claim that engagement in collaborative action research has the potential to build collaborative pedagogical relationships in internship settings. In four of the five cases in this study, both the preservice teacher and the OSTE indicated that the action research project assisted them in developing meaningful and collaborative mentor-mentee relationships.…”

Section: Discussionsupporting

confidence: 61%

“…In their research, both Catelli (1995) and Friesen (1994) reported strong evidence to support the use of collaborative action research as a professional development tool in an internship setting. They suggested that this process has the potential to create a different kind of relation ship between a mentor and a mentee; a relationship that focuses on critical analysis of teaching and learning rather than simply replicating see-and-do-as-I-do mentoring that often occurs between a preservice teacher and mentor teacher.…”

Section: Empirical Studies Of Collaborative Action Researchmentioning

confidence: 95%

“…Two single case studies (Catelli, 1995;Friesen, 1994) about collaborative action research projects involving preservice teachers and their cooperating teachers have been published recently, although descriptions of schoolwide, collaborative action research projects also are available (Cochran-Smith & Lytle, 1993; Goswami & Stillman, 1987;Oja & Smulyan, 1989). In their research, both Catelli (1995) and Friesen (1994) reported strong evidence to support the use of collaborative action research as a professional development tool in an internship setting.…”

Section: Empirical Studies Of Collaborative Action Researchmentioning

confidence: 99%

“…The action research project also led each participant to question, reflect, evaluate, and act intentionally. Catelli (1995) claimed that action research is a way to integrate and improve both preservice teacher education and in-service professional development simultaneously because the process of inquiry is introduced to the beginning teacher and at the same time influences the thinking and practice of an experienced teacher. …”

mentioning

confidence: 99%

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The Effects Of Collaborative Action Research On Preservice And Experienced Teacher Partners In Professional Development Schools

Levin

Rock

2003

Journal of Teacher Education

159

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Abstract:This study describes the perspectives of five pairs of preservice teachers and their experienced mentor teachers who engaged collaboratively in planning, implementing, and evaluating action research projects during a semester-long internship experience in their professional development school sites. The views of novice and experienced teachers about the costs and benefits of doing collaborative action research are presented, and the authors elaborate on the development of the mentor/mentee relationship between the preservice and experienced teacher pairs. The authors also offer guidelines for successfully engaging preservice and experienced teachers in collaborative action research. Keywords: action research; collaborative action research; preservice teachers; novice teachers; in-service teachers; mentor teacher; professional development schools; PDS Article:A growing body of research suggests that one way to improve teaching and learning in schools is to involve teachers in doing research in their own classrooms (Casanova, 1989;Darling-Hammond, 1996;Herndon, 1994;Lieberman, 1995; Ogberg & McCutcheon,1987). Some educational researchers have found action research to be an effective professional development tool that promotes inquiry, reflection, and problem solving that results in action or change (Casanova, 1989;Herndon, 1994; Ogberg & McCutcheon,1987;Rosaen & Schram, 1997). Educational researchers claim that teachers who conduct action research are better informed about their field (Bennett, 1993), begin to understand themselves better as teachers, and make better decisions and choices of behavior as a consequence of their engagement in action research (Ogberg & McCutcheon, 1987). Other studies indicate that action research also promotes continuous learning (Boyer, 1990;Rock, 1997;Shalaway, 1990), revitalizes teachers' practice, and motivates teachers by improving their self-confidence as professionals (Lomax, 1995; Reading/Learning in Secondary Schools Subcommittee of the International Reading Association, 1989; Rock, 1997).Teacher action research was defined by Lytle and Cochran-Smith (1990) as "systematic, intentional inquiry by teachers" (p. 83). Action research is also described as research that teachers do to investigate their own professional practice in an attempt to understand and improve the nature and specifics of their work and to develop a stronger voice when communicating about it (Ogberg & McCutcheon,1987). Critical action research, as defined by Kemmis and McTaggert (1988), requires teachers to engage in a cycle of questioning, planning, reflecting, acting, observing, reflecting, replanning, and often questioning further. Carson (1990) also identified planning, acting, observing, and reflecting as significant components of teacher action research because this process sets critical, reflective action research apart from ordinary problem solving. For the purposes of this study, we define teacher action research as systematic inquiry by teachers with the goal of improving their teaching p...

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Section: Discussionsupporting

confidence: 61%

Section: Empirical Studies Of Collaborative Action Researchmentioning

confidence: 95%

Section: Empirical Studies Of Collaborative Action Researchmentioning

confidence: 99%

mentioning

confidence: 99%

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The Effects Of Collaborative Action Research On Preservice And Experienced Teacher Partners In Professional Development Schools

Levin

Rock

2003

Journal of Teacher Education

159

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“…Collaborative inquiry between teacher researchers and university researchers often grows out of a mutual interest in school-based issues and problems (Catelli, 1995). Researchers from both the school and the university are involved in defining the research questions, conducting the inquiry, and reporting the findings, and both parties are renewed professionally (Oja & Pine, 1987).…”

Section: Methodsmentioning

confidence: 99%

Word Study Instruction and Second-Grade Children's Independent Writing

Williams

Phillips-Birdsong²

2006

Journal of Literacy Research

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This project investigated six 2nd-grade students'use of word study instruction to mediate spelling while writing in their journals. In particular, the researchers examined the students'use of the orthographic principles, sample words, and spelling strategies that had been taught during developmental word study lessons. Results of the project suggest that some students may need explicit instruction on how to apply what they have learned through word study instruction to the writing process. Findings also point to a number of issues that need to be addressed before the efficacy of word study as a comprehensive approach to spelling instruction can be fully determined.Word study is a relatively new approach to spelling instruction. Moving away from memorization and weekly spelling tests, students engage in the active exploration of the principles of English orthography. The approach involves a variety of activities that help learners discover the regularities, patterns, and derivations in English words. Students compare and contrast particular categories of word features and examine the similarities and differences between those categories. The goal is to understand how English words "work." Students do not just learn words; they learn word knowledge that can be applied more generally to their reading and writing (Bear & Templeton, 1998). They also learn specific strategies for spelling (and reading) unfamiliar words.

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The Role of Research in the Practice of Adult Education

Quigley¹

1997

New Dir Adult Contin Educ

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Action Research and Collaborative Inquiry in a School-University Partnership

Cited by 50 publications

References 11 publications

The Effects Of Collaborative Action Research On Preservice And Experienced Teacher Partners In Professional Development Schools

The Effects Of Collaborative Action Research On Preservice And Experienced Teacher Partners In Professional Development Schools

Word Study Instruction and Second-Grade Children's Independent Writing

The Role of Research in the Practice of Adult Education

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