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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 to far more effective instruction (Mitchell et al 2009).
After observation, of course, comes the development of recommended changes to the instructional method employed in the classroom, and the implementation of these methods. An effective means for implementing the changes, which should be based on the knowledge initially required though a review of current literature on the issue(s) being addressed, is to assist the instructor for a certain period, or even to take over instruction for up to several lessons with the instructor observing new techniques (Caro-Brice 2007). Demonstration will lead to a clearer understanding of the suggestions and recommended changes than simply stating these changes could, and also provides room for adjustment and increased specificity given the specific needs of the students in a particular situation (Mitchell et al 2009). This demonstration must also be accompanied by observation of the changing learning patterns and rates of the diverse students in the classroom, ensuring that the new methods being employed truly are effective at creating greater equality in learning and making this increased equality and efficacy directly and explicitly apparent (Coles-Ritchie & Lugo 2010).
It is difficult if not impossible to develop a true collaborative action research plan in the hypothetical; many of the details of such a plan are necessarily dependent on the specific issues and features of a given educational situation (Coles-Ritchie & Lugo 2010). The basic outline provided herein, however, demonstrates the potential efficacy of this approach in dealing with the need for greater equality in instructional methods and learning rates.
Caro-Brice, C. (2007). Creating equitable classrooms through action research. New York: Corwin[continue]
"Instructional Supervision In Education" (2010, May 10) Retrieved August 28, 2015, from http://www.paperdue.com/essay/instructional-supervision-in-education-2931
"Instructional Supervision In Education" 10 May 2010. Web.28 August. 2015. <http://www.paperdue.com/essay/instructional-supervision-in-education-2931>
"Instructional Supervision In Education", 10 May 2010, Accessed.28 August. 2015, http://www.paperdue.com/essay/instructional-supervision-in-education-2931