Third Space Action Research: The Power of Collaborative Inquiry to Transform Identity and Practice

Session Type: Structured Poster Session

Abstract

Urban teachers who feel supported among colleagues and engage in inquiry groups are more likely to be effective educators, better manage the complexities of learning how to teach, and remain in the profession longer (Oakes, Franke, Quartz, & Rogers, 2002). This session presents research from participants in Action Research Group (ARG)—an organization that presents itself as a third space for approximately twenty, urban teacher researchers by providing them a setting in which to support one another’s efforts at critically examining their own pedagogy and practice throughout the school year. Following the presentation of research projects, presenters will model with audience members an actual meeting of ARG so that all can experience the benefits of our reflective inquiry methods.

Sub Unit

• SIG-Teacher as Researcher

Chair

• Andy Danilchick, University of Pennsylvania

Papers

• Optimizing Student Learning Through Simulations - Thomas Ng, Uncommon Charter High School

• Fostering Student Agency in Literacy Practices: Honoring Individual Interests for Personal Development - Katie Dickerson, Olney High School

• Incorporating the Next Generation Science Standards: Utilizing Interdisciplinary Lessons and Inquiry-Based Learning - Amanda Amanullah, University of Pennsylvania

• Developing Discussion Skills in an Urban Charter Middle School Through Socratic Seminars - Megan Satterthwaite, Roxbury Prep Charter School

• Andrew Knips - Andrew Knips, Olney High School

• Variable Accountability Systems for Building Routines and Habits - Christy Chang, Media Providence Friends School

Discussants

• Lisa Archibald, Rutgers University - Camden

• Rebecca Peacock, State of New Jersey Department of Education