Action Research in a Non-Profit Agency School Setting: Analyzing the Adoption of an Innovation after Initial Training and Coaching

Autor/inn/en	Sandoval-Lucero, Elena; Maes, Johanna B.; Pappas, Georgia
Titel	Action Research in a Non-Profit Agency School Setting: Analyzing the Adoption of an Innovation after Initial Training and Coaching
Quelle	In: Journal of Education and Learning, 2 (2013) 1, S.262-277 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Action Research; Nontraditional Education; Organizational Development; Nonprofit Organizations; Human Services; Program Development; Program Improvement; Participatory Research; Cooperative Learning; Inquiry; Communities of Practice; Training Objectives; Coaching (Performance); Teacher Collaboration; Special Education; Morale; Motivation; Teacher Participation; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Projektforschung; Non-traditional education; Alternative Erziehung; Organisationsentwicklung; Nonprofit-Organisation; Humanitäre Hilfe; Programmplanung; Forschungstätigkeit; Kooperatives Lernen; Community; Training objectiv; Ausbildungsziel; Trainingsziel; Lehrerkooperation; Special needs education; Sonderpädagogik; Sonderschulwesen; Moral; psychologische; Motivation (psychologisch)
Abstract	Action research is a method of organizational development and improvement often used in educational settings. This study implemented an action research process in an alternative school that serves students with significant special needs. The action research process was implemented by classroom teams who developed a research question, collected and analyzed data, and made decisions about how to improve their current practices based on the data. The action research training project consisted of three stages: training in the protocol of action research, follow-up coaching and on-site assistance to participants, and a follow-up study. There were eleven instructional teams, made up of teachers, paraprofessionals, and therapists that took part in the training. One year after the initial training, one-on-one interviews were conducted with sixteen participants for the follow-up study. Eleven people reported that they were continuing to use action research in their classrooms and five people reported they were not. Teacher leadership to implement the process, viewing action research as part of their daily job duties, valuing the collaborative aspect of the process, and valuing the opportunity to serve students better contributed to continued use of action research. Staff turnover, lack of time, and lack of motivation contributed to discontinued use. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01