Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Encouraging Practitioner Research Engagement: Overcoming Barriers, Annie M. Cole
Encouraging Practitioner Research Engagement: Overcoming Barriers, Annie M. Cole
Journal of Practitioner Research
Despite a body of evidence showing the vast benefits of practitioner engagement in higher education research, the literature suggests that many practitioners do not regularly engage in research activities due to three main barriers: the busyness of daily practice, perceived irrelevance of research to practice, and inadequate training to engage in research. This article reviews the literature on each of these three barriers, providing practitioners in higher education insight into how to overcome these barriers to successfully engage in regular research. Through an analysis of current literature, this article furthers the understanding of practitioner research engagement despite common barriers.
Supervisor Facilitation Of Action Research: Fostering Teacher Inquiry, Rachel Solis, Stephen P. Gordon
Supervisor Facilitation Of Action Research: Fostering Teacher Inquiry, Rachel Solis, Stephen P. Gordon
Journal of Practitioner Research
This study was conducted at a Central Texas private school that offers a full curriculum exclusively for students with dyslexia. A supervisor facilitated fifty members of the school’s teaching faculty as they engaged in voluntary, long-term action research at the individual and team levels to address authentic problems of practice. The study examined the types of inquiry undertaken by the teachers as well as their perceptions of the supervisory support for, impact of, and ways to improve action research at their school. The authors conclude that the supervisor facilitating action research needs to provide ongoing support to teachers engaged in …
Reaching Below Level Ell’S Reading Comprehension, Olivia T. Braunworth, Yvonne Franco Ph.D.
Reaching Below Level Ell’S Reading Comprehension, Olivia T. Braunworth, Yvonne Franco Ph.D.
Journal of Practitioner Research
The number of English Language Learners (ELLs) in mainstream classrooms is increasing every year. Developing reading comprehension skills in lower level ELL students can be a challenging but important task for educators. It is crucial for classroom teachers to identify students’ proficiency levels, and then differentiate instruction to meet the reading needs for each of these students. As an elementary classroom teacher, this teacher inquiry study investigates four strategies including: visuals/realia, graphic organizers, language objectives, and building background as a means to support reading comprehension skills among three participants in a third grade classroom. The study investigates the research question, …