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The first step in the action research plan, then, must be a review of current literature on the issue of classroom diversity generally and the specific problems being faced in a given classroom particularly (Coles-Ritchie & Lugo 2010). This will enable a more productive initial meeting with the instructor and reduce the potential for any accusatory appearances, as all initial suggestions, recommendations, and even definitions of observed problems will be located on a foundation of solid, empirical, and objective research (Coles-Ritchie & Lugo 2010). This will allow for a more open and direct process throughout the various stages and steps of the collaborative action research implemented to address diversity issues.
After conducting initial research into he area of concern, an initial meeting must occur with the instructor in question, establishing the need for change in and/or additions to the instructional methods employed in the classroom in order to foster greater equality amongst the diverse student population. Approaching the instructor with an attitude of providing assistance rather than correcting behavior, approaches, and theories will be a far more effective in bringing the instructor on board as a part of the collaborative process (Mitchel et al 2009; Caro-Brice 2007). It is in this initial meeting that the tone for the duration of the collaborative action research process will be set, so it is essential to provide an atmosphere of support and true collaboration at this meeting; real collaboration will be lost-and the efficacy of the research plan and implementation of recommended changes will be diminished-if the teacher feels a great reduction in autonomy in the classroom (Mitchell et al 2009).
After this initial meeting, classroom observation should be conducted by the instructional supervisor, with the instructor's unaltered practices and the student's responsiveness in terms of both demonstrable and observable attitudes and behaviors and in their actual learning progress during lessons should be measured (Caro-Brice 2007). This observational period is one of the most essential steps in the collaborative action research process, as it establishes the specific problems that will need to be addressed through recommended changes, and provides an understanding of the essential instructional style and perspective employed by the teacher (Caro-Brice 2007). Working with rather than against natural inclinations can lead…[continue]
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"Instructional Supervision In Education", 10 May 2010, Accessed.3 July. 2015, http://www.paperdue.com/essay/instructional-supervision-in-education-2931