Educator Collaboration in Action Research: To Know Is Not Enough

• In Event: Poster Session 9
  In Poster Session: Teacher Knowledge and Beliefs in the Context of Schooling

Abstract

Will 15 educators, collaborating with teacher action research projects, move from conceptual writing into on-site action to improve K-12 student learning across diverse student needs?
This research highlights fifteen teacher action research projects from the May semester, 2011. The project summarizes the educator’s steps into action from: 1) conceptualizing inquiry questions, into 2) action on-site (to know is not enough). Eight data sources with examples are included. Analysis towards a deeper understanding of factors impacting student success, and impacting teacher leadership in action research follows the data samples. The initial data analysis indicates that teacher-leaders in diverse settings did collaboratively build teacher action research strengths to take action and improve outcomes for K-12 students, teachers, families and communities.

Author

• Verna Lynn McDonald, University of Northern British Columbia