Using Practitioner Inquiry within and against Large-Scale Educational Reform

Autor/inn/en	Hines, Mary Beth; Conner-Zachocki, Jennifer
Titel	Using Practitioner Inquiry within and against Large-Scale Educational Reform
Quelle	In: Teacher Development, 19 (2015) 3, S.344-364 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2015.1040555
Schlagwörter	Teacher Researchers; Educational Research; Educational Change; Reading Teachers; Educational Legislation; Federal Legislation; Reading Programs; Reading Instruction; Federal Programs; Faculty Development; Scores; Elementary School Teachers; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Mixed Methods Research; Inquiry; Action Research; Literacy; Indiana + Suchen Sie Ihr Suchwort? Lehrerforschung; Bildungsforschung; Pädagogische Forschung; Bildungsreform; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Bildungsrecht; Schulgesetz; Bundesrecht; Leseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Projektforschung; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	This research study examines the impact of teacher research on participants in a large-scale educational reform initiative in the United States, No Child Left Behind, and its strand for reading teachers, Reading First. Reading First supported professional development for teachers in order to increase student scores on standardized tests. The authors were part of the team delivering university courses to augment that training so that teachers could earn graduate credit in the authors' state. Participants in the two-year study included 250-400 Reading First K-3 reading teachers in about 60 schools. In hopes of empowering teachers in what the authors felt was an over-prescriptive reading program that imposed numerous constraints on teachers, they viewed teacher research as a way to work within and against the Reading First agenda. Investigating the impact of teacher research on participants, the authors used mixed methods and found a powerful gain in teachers' self-efficacy resulting from the inquiry projects. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01