Using Action Research to Support Educators’ Development of Adaptive Expertise With Culturally Responsive Education

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Abstract

Professional development helps teachers continue to build their skills, knowledge, and practice with the aim of improving student outcomes. Once teachers become proficient with a new skill, they are able to use their knowledge efficiently and innovatively in novel situations; this is also known as adaptive expertise. This study examines how an action research-based professional development helped teachers develop adaptive expertise with culturally responsive education. Educators’ action research projects and interviews served as data sources for better understanding which elements of action research teachers identified as supporting their adaptive expertise.

Authors

• Elizabeth Severson-Irby, Virginia Commonwealth University

• Hillary Parkhouse, Virginia Commonwealth University