Action research in the context of a school–university partnership: its value, problems, issues and benefits

Abstract

The focus of the article is on action research in a school-university partnership, its problems, use and the value of the work from the viewpoint of a professor (university teacher-educator)[1] and two deans. The authors collaborate to first define a partnership. Secondly, they discuss the role and use of action research in the context of a partnership programme aimed at changing and improving kindergarten through 12th grade (K-12) schooling and teacher education. Thirdly, they identify the problems, issues and benefits associated with such work. A 'tool,' consisting of 10 questions is presented by the collaborators for university faculty and administrators to use to chart their initiation and institutional participation in action research in a schooluniversity partnership. Selected problems and issues focused on university faculty productivity, and a college or university's reward system for tenure and promotion are discussed, together with the benefits and the ultimate value of the work.

Promoting teacher autonomy through university–school collaborative action research

“…More specifically, collaboration can provide teachers with different perspectives of analysing teaching practice, contributing to improvement in teaching efficiency as well as clearer understanding of teaching and education (Lisa, 1984). As collaboration is characteristic of equality and mutual responsibility, teachers are empowered in the process so that their self-esteem is enhanced and their status valued (Catelli, Padovano, & Costello, 2000). At the same time, URs gain access to abundant first-hand information at the classroom level for researching problems and generating theories that have a direct impact on improving practice.…”

The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

“…Classroom-based research is designed to improve educational outcomes for children by improving instruction in a particular way (Baumann, 1997;Catelli, Padovano, & Costello, 2000;Cochran-Smith & Lytle, 1993;Zeichner, 2003). Although student achievement is the outcome measure, teachers are the real focal point of classroom-based research.…”

Case Study: Learning Difficulties of Qualitative Research Methodology at Biology Education Postgraduate

“…As prospective lecturers, one day they have an obligation to improve their competence through the implementation of educational tridharma, one of which is to conduct research (Samosir, 2018)in order to improve the quality of higher education (Bungai&Perdana, 2018).As prospective teachers, they also have an obligation to develop their competence through research (eg. classroom action research) (Hannay et al, 2003)to overcome problems in the teaching and learning process (Catelli, 1995;Catelli et al, 2000)and improve the quality of education (Catelli et al, 2000). As a prospective researcher, mastery of various forms of research is an obligation, both quantitative and qualitative research, bearing in mind that in the process prospective teacher or lecturer students will be confronted with events or problems that can not only be researched and resolved only by one method.…”