Teachers in action.

Abstract

Action research bridges the gap between theory and practice in education by empowering the teachers as the primary investigators. This study examines a semester long project in which second year teachers implemented classroom-based research endeavors in their classrooms while taking part in a graduate class. The researcher shares teacher-selected topics, challenges, and findings from the projects. Benefits of having teachers participate in action research projects in a supportive environment are shared.

Introduction

Often research about classrooms and schools is implemented by researchers outside of K-12 settings. While these findings certainly contribute to the understanding of teaching and learning, teachers need to be involved in the study of their own practice so they can see how assessment can be valuable information for their classrooms. "If we think of the self-study and action research as embedded assessments, the participants are doing the research and gaining in their own professional and personal development as a result of doing the research" (Oja, 2002, p. 1). Action research bridges the gap between theory and practice in education by empowering the teachers as the primary investigators. Teachers study classroom or school problems, collecting data on new practices with the goal of improving student academic or social learning or school climate (Capobianco, Horowitz, Canuel-Browne, & Trinarchi, 2004; Jaworski & Lee, 1997). Johnson (2002) describes the 'Action Research Quadrant' as "a two way flow of information in AR where theories and research related to best practice are used to understand and observe what is happening in a classroom setting, and at the same time, the data is used to understand or inform theories and research related to best practice" (p. 17).

Involving teachers in the process of research invites teachers to take risks and make changes in their teaching practices and philosophy (Johnson, 2002). Action research promotes teachers' professional growth by giving them ownership of their practices, involving them in the reflective process, expanding their pedagogy, and highlighting the connection between teaching and student achievement (Hensen, 1996). Using action research as a form of staff development increases professionalism in education (Tomlinson, 1995) and allows teachers to become agents of change (Hensen, 1996). This article describes a semester long project in which second year teachers implemented classroom-based research endeavors in their classrooms while taking part in a graduate class, "Teacher as Inquirer."

The Project

The elementary and middle school teachers involved in action research projects were enrolled in a two-year graduate program in teacher education. While seeking certification they were teaching in urban, Catholic schools. Some participants were struggling with classroom management issues and were not yet confident in their teaching ability. A few were questioning their decision to stay in the teaching profession and some were disheartened by their experience. On the first day of class the participants voiced frustrations. They wanted practical ideas and strategies that they could bring back to their classrooms where they were teaching a class of 25-30 inner-city students in a school with limited resources and materials.

Designing the course around participants' needs, the instructor used a model of action research which incorporated a cycle of planning, acting, observing and reflecting (Hopkins, 1985; Keemis, 1982). In the planning stage, a problem is identified and a strategy to address the problem is designed. Next, in the acting stage and observing stage, the strategy is incorporated and the teacher records the results using various methods. Conclusions are drawn in the reflection stage and the original plan may be modified.

Participants were asked to examine their practices and identify the struggles that they were facing or select strategies they would like to try. Some of the participants chose topics that they had learned through other university classes but were not sure would really work in a classroom, such as cooperative learning, literature circles, or alternative assessment. Others, struggling with day-to-day management and discipline, designed plans to gain and maintain student attention. Research topics included effective discipline systems, classroom management, differentiated instruction to support gifted students in a mixed ability classroom, cooperative learning in science, the use of portfolio assessments, building students' self-esteem, literature circles, and cooperative learning to promote ESL students' learning of English.

Participants were asked to engage in introspection and self-analysis in order to identify their area of study. Once a topic was identified, they needed support in designing the study and identifying best practices to implement. Then the instructor addressed the topics through mini-lessons and presenting the latest research and theories on best practices in that field and the modeling best practices. For the topic of differentiated instruction, participants reviewed readings from Carol Tomlinson and analyzed the modeling of the practice by the instructor. In another mini-lesson the group was taught how to write and teach procedures to facilitate optimal management of a classroom. A third lesson introduced them to different theories of classroom discipline and had them examine how their philosophy governed the use of these theories. Since teachers-were facing similar issues, the entire class was introduced to the research and theories surrounding each topic and shown evidence of best practices from the field. According to Carr & Kemmis (1986) collaborative action research involves all teachers in communication geared towards mutual understanding and harmony and leads to common action toward achieving accomplishment and fulfillment for all participants.

Once the teachers returned to their schools in September they began the research process. They were required to use at least three different techniques to collect their data, submitting a plan of action before data collection began. Teachers used checklists, anecdotal records, reflective journals, children's work samples, interviews, observations, or time sheets. The group met again in October and shared initial results. They noted that the projects helped them to organize their work and gave them ownership of their own professional development. Some were struggling with implementing their projects and needed continued support from the professor. For example, one participant was attempting to raise the self-esteem of his fourth grade students through the building of classroom community. His students often fought and put each other down. He began by having regular meetings, reading relevant children's literature and holding discussion groups. He realized that one student was displaying particularly low self-esteem and taking her frustrations out on the rest of the class. With the guidance of the professor the teacher implemented and evaluated several different interventions in order to reach this young girl.

Throughout the entire process, teachers were encouraged to share their topics of study, concerns, reflections and findings with their classmates and edit each other's writings. Some were working in the same schools and were able to visit each other's classrooms and offer an outsider's perspective. As a cohort who had been taking classes together for a full year, the teachers felt very comfortable supporting each other, offering insight and critiquing findings and ideas. The professor was able to provide group and individual support when the group met in October and via email communication. Perez et al (1997) stress the need for researchers to take on flexible and varied roles to build collaborative relationships within action research groups. The class met again in December and findings were presented to the group. During class discussion of presentations, the instructor recorded teacher comments.

Findings

Action research is an effective means of professional growth and development and can replace traditional teacher in-service programs (Johnson, 2004, p. 18) which do not allow teachers enough time, activities or content to improve their practice (Birman, Desimone, Porter, & Garet, 2000). Graduate classes can also be removed from teacher experience. In this case, through action research and the support of the professor, the teachers were able to create their own form of in-service tailored to meet their individual needs. The teachers identified the problems salient to their classrooms and relevant to beginning teachers.

Two elementary school teachers chose to implement literature circles in their classrooms with hopes of improving reading comprehension and motivating students to enjoy reading. The tools that these teachers used to collect data included reading discussion logs, teacher observation logs, book surveys, self-assessments, student products, and pre and post quizzes. The teachers reported that as a result of employing literature circles the students were actively involved in the texts and in thoughtful discussions about the readings. Through the pre and post quizzes they noticed an improvement in reading comprehension. The teachers also conveyed that they grew in their ability to "let go of control" and give students more independence. As a result students seemed more enthusiastic about reading and class in general.

Three of the teachers chose to research effective discipline systems. While they felt they were losing too much time due to discipline issues, this common difficulty for novice teachers was approached in different ways. The first teacher investigated whether or not using a reflective model, such as the Dreikur's Social Discipline Model, would reduce discipline problems and help create a community of learners. He used student surveys, personal research logs, and field notes as data collection tools. Although he continued to deal with discipline issues, he became accustomed to reflecting on the students' goals and treated students more individually. A second teacher attempted to reduce discipline problems through use of Cantors' assertive discipline. His data collection tools included observation logs, student interviews, and a Likert scale attitude survey. He reported that the time spent disciplining had dramatically decreased. He was surprised to find that his students appeared to respect him more as a result of this intervention. The third teacher implemented a ticket system with the hope of improving student behavior, promoting time management and creating a positive learning community. She used a teacher checklist, a research journal in the form of a double entry log of observations and feelings, and a chart of tickets given to collect her data. Her students welcomed the idea and took it very seriously. As the number of tickets handed out decreased, children began to correct themselves and each other and support each other in acting appropriately.

Two teachers chose to focus their research on cooperative learning. A middle school science teacher compared the use of the jigsaw method to direct instruction. He questioned whether using cooperative learning would improve students' attainment of content knowledge and concepts and positively impact students' attitudes toward science. The tools used to collect data included pre and post tests, attitude surveys, and research journals. Although the test scores in both the direct and cooperative learning based classrooms were similar, students preferred the cooperative learning techniques and the teacher felt fulfilled when using these techniques. The second teacher implemented cooperative learning in a high school English class. Her goals were to motivate all students to participate and make each member of the group accountable. Through participation checklists, student interviews and class surveys she found that the students preferred working cooperatively, but at this point, she was not successful in making each member accountable.

Overall, the instructor believed that most participants grew more introspective during the four month period and were able to reflect on their own practices and the practices of others. As one teacher noted, "l have grown in my awareness that the key to success in the classroom is a combination of cognitive ability and content knowledge as well as a strong understanding of pedagogical tools." Reviewing teacher reports of their findings, the instructor found three main themes common across projects: an increase in self- confidence and perceived effectiveness, the ability to link theory and practice, and an increased sense of efficacy and interest in students.

Self Confidence

Teachers reported an increase in their self confidence and effectiveness. One teacher explained her improved ability to reach ESL students through the cooperative grouping of native and ESL students. Others expressed pleasure in being able to establish more organized classrooms. A teacher described a chaotic first year with no control over his classroom. After thoughtfully enacting his project involving discipline techniques, this teacher was able to provide anecdotal evidence that his students respected him and were learning more. A teacher implementing cooperative learning reported that through the process she developed more patience with her students and structure and organization in her classroom. As a result, she felt more confident and satisfied at the end of the school day. Two teachers who had been questioning their teaching abilities reported that they would now stay in the profession.

Theory into Practice

Most participants believed they had succeeded in putting theory into practice. They shared the fact that the knowledge learned in other graduate classes came together as a result of the action research. For example, one teacher shared that reading about differentiated instruction made it seem intangible but actually putting it into practice in her own classroom was actually not that difficult. A kindergarten teacher who implemented the use of portfolios was surprised to discover that portfolios made assessment easier, more enjoyable and provided a beneficial technique for communicating with parents. Two teachers who implemented writing workshops and literature circles were able to shift from traditional teaching to a more flexible method.

Efficacy

A teacher who implemented differentiated instruction believed that as a result of her research that she is more attentive to students' individual emotional, academic and developmental needs. Many participants reported an increase in their interest in students and an awareness of student feelings. As they learned to give students more control of the learning, they found they had more enthusiastic learners.

Researcher/Professor Reflections

Through the facilitation of this course, the professor realized the power of giving teachers ownership over their own practice. Most not only improved their practice but gained increased confidence and motivation about teaching. They realized that they could make changes in their classrooms and themselves that impacted their students.

The shared projects at the end of the course made this professor realize how much teachers can learn from each other.

Advocates of action research believe that action research can lead to praxis, a point in which theory and practice are dialectically related (Carr & Kemmis, 1986). Goodnough (2003) believes that "university researchers/facilitators of action research can play a significant role in establishing praxis by engaging in critical reflection about the action research process and by exhibiting flexibility and adaptability in the role of facilitator (p. 60). The professor/researcher role is crucial in connecting the theory and practice to create praxis. In future action research courses, the professor will engage the teachers in critical self-reflection not only on their findings but also on the process of action research.

Conclusion

Having in-service teachers conduct action research projects in their own classrooms is promising because these projects involve them in recognizing the increasing importance of using data in making decisions as teachers. The advent of high stakes testing and the emphasis on accountability in schools has increased attention on the effects of different programs and practices on student learning. Action research projects which examine reflective questions related to results of student learning can be helpful in preparing teachers for the climate of accountability they face. Action research can serve as a source of teacher development and assist teachers in realizing their own professional goals.

References

Birman, B. F., Desimone, L., Porter, A. C. & Garet, M. S. (2000). Designing professional development that works. Educational Leadership, 57, 28-33.

Capobianco, B., Horowitz, R., Canuel-Browne, D., & Trinarchi, R. (2004, March). Action research for teachers. Science Teacher, 71(3), 48+. EBSCO Masterfile database.

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Johnson, A.P. (2004). A short guide to action research (2nd ed). Boston, MA: Allyn and Bacon.

Kemmis, S. (1982). The action research planner. Geelong, Vic.: Deakin University Press.

Oja, S.N. (2002). Action research and self-study by supervisors, cooperating teachers and school principals working with interns in school-university partnerships. Paper presented at the meeting of the American Educational Research Association.

Perez, A.I., Blanco, N., Ogalla, M., & Rossi, F. (1997) Forms of collaboration: The flexible role of the researcher within the changing context of practice. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.

Tomlinson, C.A. (1995). Action research and practical inquiry: An overview and an invitation to teachers of gifted learners. Journal for the Education of the Gifted, 18(4), 468-484.

Mary Mueller, Seton Hall University, NJ

Roberta Devlin-Scherer, Seton Hall University, NJ

Lourdes Z. Mitchel, Seton Hall University, NJ

Mueller, A.B.D., is Assistant Professor of Elementary Education, Devlin-Scherer, Ed.D., is Professor of Secondary Education, and Mitchel, Ed.D., is Assistant Professor of Elementary Education, in the College of Education and Human Services.