Action Research: A Transformative Process for Improving Equity in Science Teaching

• In Event: Action Research: Transforming University-School Practices and Academic Self-Concept

Abstract

Our team of three tenured university faculty and 14 Title 1 high school science teachers engaged in five cycles of action research to support teachers’ development of STEM pedagogical content knowledge and transformative teaching within a framework of educational equity and culturally responsive pedagogy. We examined how action research can support teaching practice to ensure all students have equitable access to high quality, engaging science. Key findings indicate that teachers used the action research process to implement and study interventions designed to transform their practice in culturally responsive ways. Central to their action research was focused analyses of student work, which further refined the teachers’ interventions. Data collected from these action research cycles highlight positive impacts on students.

Authors

• Jenna Porter, California State University - Sacramento

• Arlene Laurison, Sheldon High School

• Patricia Vuong, Elk Grove Unified School District

• Pia I. Wong, California State University - Sacramento