Developing Curriculum Using Action Research and Collaborative Inquiry: A Case Study.

Autor/inn/en	Kraft, Nancy P.; Wheeler, Jim
Titel	Developing Curriculum Using Action Research and Collaborative Inquiry: A Case Study.
Quelle	(1996) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Forschungsbericht; Graue Literatur; Action Research; Beliefs; Case Studies; Cooperation; Curriculum Development; Educational Research; Elementary Secondary Education; Inclusive Schools; Principals; Research Methodology; Researchers; Special Education; Teacher Researchers; Teacher Role + Suchen Sie Ihr Suchwort? Projektforschung; Belief; Glaube; Case study; Fallstudie; Case Study; Co-operation; Kooperation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsforschung; Pädagogische Forschung; Inclusive school; Integrative Schule; Principal; Schulleiter; Research method; Forschungsmethode; Researcher; Forscher; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerforschung; Lehrerrolle
Abstract	This case study tells the story of 19 educators and their facilitator who examined the processes and dilemmas of creating a special education curriculum through action research. During the 1994-95 school year, a group of teachers and a principal participated in a year-long project to develop a curriculum around issues of inclusion and transition with the intention of using the Secretary's Commission on Achieving Necessary Skills as a curricular framework. Action research was the method by which teachers studied their own classrooms and determined the kinds of knowledge, skills, and attitudes that should be part of the special education curriculum. As the study focused on multiple goals, multiple research methods were used, with the primary method being continuous personal journal keeping. Areas that are discussed include: (1) curriculum development through action research; (2) ways in which the action research experience changed teachers' beliefs about their roles as teachers; (3) ways in which the action research changed teachers' beliefs about students; and (4) reflections on outcomes of the course. The action research project made it evident that when teachers have ownership in conceptualizing and determining curriculum content and processes they will accomplish the intended goals and processes. (Contains 3 tables and 23 references.) (SLD)
Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC