Action Research through a Collaborative Structured Teacher Leader Program to Support Mathematics Instruction

Autor/inn/en	Amador, Julie M.; Wallin, Abraham; Keehr, Jode
Titel	Action Research through a Collaborative Structured Teacher Leader Program to Support Mathematics Instruction
Quelle	In: Educational Action Research, 27 (2019) 5, S.691-708 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2018.1528875
Schlagwörter	Teacher Leadership; Coaching (Performance); Mathematics Teachers; Mathematics Instruction; Leadership Training; Faculty Development; Action Research; Teacher Improvement + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Führungslehre; Projektforschung
Abstract	This study examines teacher leaders who engaged in a professional development program focused on conducting action research related to mathematics instruction. More specifically the study focused on how teacher leaders described their experience with a collaborative-structured action research process as part of a professional development program and how they described the influence of the experience on their practice. Using an embedded multiple-case design of case study, multiple sources of data were collected and analyzed from this year-long study of eight teacher leaders from diverse contexts, as they developed and implemented action research projects. Findings suggest that participation in the professional development project, and accompanying study, influenced the practices of the teacher leaders in several ways including an increase in their intentionality with decision making, set them on a trajectory toward seeking continual improvement, and supported them to develop increased knowledge. The teacher leaders considered the structural aspects of learning to conduct research and opportunities for collaboration to support their experience. Implications are provided to describe the possible affordances and opportunities for consideration for implementation of action research as professional learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01