Action Research Collaborations to Impact Student Learning

• In Event: Poster Session 6
  In Poster Session: Division K Section 8 Poster Session 3

Abstract

This qualitative study explored collaboration in inquiry of full-time classroom teacher graduate students who partnered with one or more classmates on action research capstone projects. Survey, interview, and action research project data were analyzed, and findings indicate (1) reasons motivating participants to collaborate, (2) positive and (3) challenging aspects of collaborating with others on classroom inquiry, (4) collaboration logistics teams negotiated in terms of identifying topics of research, implementing the process, and tapping into useful resources, and (5) what resources and processes are supportive to collaborative action research. Findings and practice and research implications in relation to the collaborative nature of teachers’ contexts, the impact from projects with multiple dimensions, and the importance of critical friends are discussed.

Author

• Jennifer L. Cuddapah, Hood College