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These studies are all geared towards promoting equality in instructional methods and learning rates in diverse classroom settings, however, making them directly useful in this review and plan development.
Some of the central common findings of the studies compiled by Caro-Brice (2007) and the lessons that can be drawn from these findings include the importance of attitude and interpersonal approach throughout the action research/instructional supervision process, especially in its initial stages, and the importance of demonstration and reevaluation during and following the implementation phase of the action research plan. The truly collaborative nature of action research in these contexts is also emphasized, and the reasons for this importance -- namely increased efficacy and confidence -- are clearly outlined.
Mitchell et al. (2009) examined the use of action research in the development...
Examining some of the typical identified problems that new teachers face and the abundant literature addressing most of these common problems, Mitchell et al. (2009) demonstrate effective means of action research interaction that is more case-specific and less general than typical seminars. This enables newer and less experienced teachers to more effectively identify and confront issues early on (Mitchell et al. 2009).
This study is especially useful for the details provided regarding the interaction of the instructional supervisor and the instructor during the action research process. The communication of information in this relationship is key to the process' success, and the details provided by Mitchell et al. (2009) demonstrate a clear understanding and explanation of…
Some of the central common findings of the studies compiled by Caro-Brice (2007) and the lessons that can be drawn from these findings include the importance of attitude and interpersonal approach throughout the action research/instructional supervision process, especially in its initial stages, and the importance of demonstration and reevaluation during and following the implementation phase of the action research plan. The truly collaborative nature of action research in these contexts is also emphasized, and the reasons for this importance -- namely increased efficacy and confidence -- are clearly outlined.
Mitchell et al. (2009) examined the use of action research in the development and assistance of new teachers, which yields insights into other potential uses and effects of action research as well. Examining some of the typical identified problems that new teachers face and the abundant literature addressing most of these common problems, Mitchell et al. (2009) demonstrate effective means of action research interaction that is more case-specific and less general than typical seminars. This enables newer and less experienced teachers to more effectively identify and confront issues early on (Mitchell et al. 2009).
This study is especially useful for the details provided regarding the interaction of the instructional supervisor and the instructor during the action research process. The communication of information in this relationship is key to the process' success, and the details provided by Mitchell et al. (2009) demonstrate a clear understanding and explanation of how this relationship best operates.
The authors further note that the National Research Council (2003) state that the "obligation to treat individuals as autonomous agents whose decisions on whether or not to participate in research are to be respected and not overridden by a researcher" (as sited in Nolen & Vander Putten, 2007, p. 402). When considered in the context of students as a protected research group in a K- 12 classroom this obligation may
Collaborative Learning Community Evidence Hierarchy Pyramid Each of these studies had strengths that should be mentioned: (1) Jefferies, et al. (2012) -- This study contained information about safety in relation to information transfer through collaboration between nurses that was sound specifically regarding oral transfer of information and the variables that can affect effective information transfer. (2) Jukkula, et al. (2012) -- This study set out a clinical microsystem framework for improving information transfer between
Brandt (2003) offers ten ways to determine if a school indeed meets the criteria of a learning organization. The first characteristic of a learning organization is that it encourages adaptive behavior in response to differing circumstances. The second is that the learning organization has challenging, but achievable objectives and goals. The third is that members of the organization can accurately identify the organizations' stages of development (Brandt, 2003). The learning
Action Research and Its Key Working Principles Examine the most salient challenges and advantages of the Internal AR person. Based on my readings, action research is a methodological approach to research that provides a useful framework in which effective solutions to seemingly intractable problems can be identified. In sharp contrast to other social science research approaches, one of the main advantages of action research is that it seeks to identify generalizable solutions
Putting Research Into Action Action research provides the process by which educators can resolve issues and problems specific to their classrooms, schools, and organizations. Action research is defined as a formative research of progress that is commonly practiced by teachers in schools (Lesha, 2014). This formative study of progress is carried out by teachers to help enhance their effectiveness in teaching and promoting development of their students. Given its significance and
Co-Teaching Amy's story perfectly illustrates some of the main issues and challenges that arise in co-teaching scenarios. Especially when one or more parties are unfamiliar with co-teaching, miscommunications and misunderstandings are inevitable. Amy's story also demonstrates the importance of training co-teachers, educating them as to the various models and methods of collaborative teaching in heterogeneous classroom environments. Many of the challenges that arise during co-teaching can be solved by simple common