Education Commons^™

Using College Student Learning Experiences And Outcomes To Guide Teaching Modifications In A General Education Choreography Course: An Action Research Study, Kristy Kuhn Donnelly

Educational Studies Dissertations

The purpose of this action research study was to gain an understanding of the learning experiences and outcomes of 12 undergraduates enrolled in Creative Dance, a general education choreography course, in Fall 2019 and the teaching strategies and practices that guided their learning. Research questions that guided this study were: what does student work reveal about their learning and the teaching strategies that guide their learning? and what curricula and teaching changes will more effectively facilitate student learning processes and stronger outcomes? Qualitative data included standard instructional materials created for and utilized in the course and students’ choreographic and written …

Action Research And Teacher Voice: A Pathway For Transforming Our Schools Into Learning Organizations, Susan Inman

Educational Studies Dissertations

Our PreK-12 schools face increasing complexities such as accountability, diversity, closing the achievement gap, and working in an era of standards-based reform (Drago-Severson, 2009). The purpose of this inquiry was to understand teachers’ experiences with one type of learning experience, action research, and to investigate the impact of this experience on the teachers’ practice and voice. Three research questions guided this inquiry:

• What are the experiences teachers have as they utilize the action research process?
• How do teachers find that their experiences with action research impact their practice?
• What connections are there between the action research process and …

Collaborative Action Research To Implement Social-Emotional Learning In A Rural Elementary School: Helping Students Become "Little Kids With Big Words", Donna M. San Antonio Dr.

Faculty Scholarship

Research has shown that social and emotional learning (SEL) can benefit students in affective, interpersonal, communicative, and academic realms. However, teachers integrating SEL face a variety of logistical, pedagogical, and skill development challenges, including how to effectively facilitate classroom conversations on social justice and personal loss. This article draws from classroom observations, teacher conversations, interactive journals, and field notes to describe a seven-month-long university-school partnership to carry out an action research project in a high-poverty rural elementary school in the US. Teachers grappled with how to address race, immigration, and gender discrimination in a predominantly White community. Classroom vignettes, and …