There's "Learning in That Struggle": Utilizing Action Research as Professional Development for Culturally Responsive Education

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

Abstract

Working with diverse student groups is a reality in most K-12 classrooms. However, there are few, if any, empirically-tested models of professional development for equipping educators to be culturally responsive. To fill this need, our study examined how action research, used as professional development, enhances educators' culturally responsive practices. To learn about and implement culturally responsive practices, participants engaged in workshops, cycle meetings, and end-of-year showcases. We found that educators embraced the process of the action research cycles, used data to help inform and modify their practice, and saw positive student outcomes related to attendance and feelings of belongingness. Based on our results, action research appears to be a promising model of professional development for enhancing culturally responsive practices.

Authors

• Elizabeth Severson-Irby, Virginia Commonwealth University

• Hillary Parkhouse, Virginia Commonwealth University

• Robyn Lyn, Virginia Commonwealth University