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Articles 61 - 90 of 316
Full-Text Articles in Education
Reflective Written Pieces: Inquiry Into The Practices Of Pre-Service Literacy Teachers, Janet Mcintosh
Reflective Written Pieces: Inquiry Into The Practices Of Pre-Service Literacy Teachers, Janet Mcintosh
Networks: An Online Journal for Teacher Research
The purpose of this action research project was to explore whether a reflective writing strategy, developed and used with pre-service teachers in a literacy methods course, assisted them with integrating theory and practice. The teacher educator analyzed the written reflective pieces and determined common categories. Study findings revealed some themes: meeting student needs, classroom strategies, field link experiences, personal student experiences, and growth statements. Pre-service teachers explored what their current knowledge was and how it had changed through the time spent reading and writing in the course; imbedded within the reflection pieces were references to practicum experiences with students in …
Engaging Secondary Students In Collaborative Action-Oriented Inquiry: Challenges And Opportunities, J. Spencer Clark
Engaging Secondary Students In Collaborative Action-Oriented Inquiry: Challenges And Opportunities, J. Spencer Clark
Networks: An Online Journal for Teacher Research
I recently helped facilitate a collaborative problem-based inquiry project with eighty-three secondary students. The students attended a large high school situated in a medium size town, surrounded by farmland and smaller rural towns. Demographically, nearly half of the students identified as Latina/o, while the slight majority of the students were White. The two groups of students also identified with the two dominant religious communities in the area: Catholic and Church of Jesus Christ of Latter Day Saints. The students were all seniors in an advanced American Government course.
Increasing Active Participation And Engagement Of Students In Circle Formations, Justin St. Onge, Karla Eitel
Increasing Active Participation And Engagement Of Students In Circle Formations, Justin St. Onge, Karla Eitel
Networks: An Online Journal for Teacher Research
Participation and engagement are important factors in students’ academic achievement and in increasing interest and motivation in the learning process. This study evaluates participation and engagement in circle formations in both outdoor and indoor education settings. Over a four-week study period, four instructors collected data on different circle formations. The four circle formations tested are: instructor and students standing (allstanding); instructor and students sitting (all-sitting); instructor standing with students sitting; instructor sitting with students standing. Results from 86 observation forms show that students had the greatest active participation and engagement in the all-sitting circle formation. The traditional learning arrangement, with …
An Action Research Project By Teacher Candidates And Their Instructor Into Using Math Inquiry: Learning About Relations Between Theory And Practice, Paul Betts, Michelle Mclarty, Krysta Dickson
An Action Research Project By Teacher Candidates And Their Instructor Into Using Math Inquiry: Learning About Relations Between Theory And Practice, Paul Betts, Michelle Mclarty, Krysta Dickson
Networks: An Online Journal for Teacher Research
This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a …
Fifth Graders’ Interpretations Of The Red Tree, Diane Barone, Rebecca Barone
Fifth Graders’ Interpretations Of The Red Tree, Diane Barone, Rebecca Barone
Networks: An Online Journal for Teacher Research
Fifth graders responded to a video of a picturebook, The Red Tree by Shaun Tan. They had not experienced explicit instruction in visual literacy and their responses served as a foundation for basic understanding of their analysis. We learned that they focused on four major areas: emotional aspects; visual qualities, summaries of the story; and a text focus. They understood the character’s emotions and were able to interpret many of Tan’s images.
Self-Reflections On Differentiation: Understanding How We Teach In Higher Education, Nykela Jackson, Lesley Evans
Self-Reflections On Differentiation: Understanding How We Teach In Higher Education, Nykela Jackson, Lesley Evans
Networks: An Online Journal for Teacher Research
Teachers are called to accommodate the individualized learning needs of a wide range of students. To support prospective and current teachers with this challenge, it is imperative to help them not only understand the theory of differentiated instruction, but how to implement it into practice. Building upon past research in the realm of higher education, this study sought to identify the past teaching experiences and expectations of two former K-12 teachers that formed the philosophy and practices that they bring to teacher preparation courses. Framed by interview questions used in past research with faculty, the two researchers self-reflected on their …
A Teacher's Inquiry Into Bringing In Biliteracy In A Fifth-Grade English-Only Classroom, Stephanie Lynn Abraham
A Teacher's Inquiry Into Bringing In Biliteracy In A Fifth-Grade English-Only Classroom, Stephanie Lynn Abraham
Networks: An Online Journal for Teacher Research
This teacher inquiry project explored how I, a non-Spanish speaking teacher at the time, implemented critical, bilingual pedagogies to foster biliteracy development among my fifth-grade students. One, the project showed that students could further their biliteracy by incorporating their funds of knowledge through a family stories writing project. Two, many students were anxious about reading in Spanish, and dual poetry alleviated this due to its compactness and linguistic scaffolding. Finally, the project showed the continual issues of unequal power relations concerning bilingualism and biliteracy in US classrooms by showing how I failed to include languages other than Spanish in this …
Puzzling Pieces And Spiders' Webs: A Narrative About My Personal Journey To Teaching, Stephanie Burns
Puzzling Pieces And Spiders' Webs: A Narrative About My Personal Journey To Teaching, Stephanie Burns
Networks: An Online Journal for Teacher Research
I wrote the following paper upon completing my semester as a Student Teacher at an elementary school in a mid-size Midwestern university town. The goal in writing and presenting this paper was to select a focus area of growth throughout my time in the education program, considering how I’ve developed, what I’ve learned and where I hope to go as I continue forward on my journey of teaching and learning.
Redefining Teaching Itself: A Book Review Of The Reflective Educator's Guide To Classroom Research 3rd Edition., Suzanne Porath
Redefining Teaching Itself: A Book Review Of The Reflective Educator's Guide To Classroom Research 3rd Edition., Suzanne Porath
Networks: An Online Journal for Teacher Research
The journey metaphor is a typical representation of teacher research and the authors of The Reflective Educator’s Guide to Classroom Research evoke the metaphor, with images of paths, maps and compasses, because it visibly represents the feeling of starting an action research project. The authors make a point to favor the term “inquiry” over “research” to negate the typical associations with the term research.
Preparing Teacher Candidates For The Instruction Of English Language Learners, Monica Marie Gonzalez
Preparing Teacher Candidates For The Instruction Of English Language Learners, Monica Marie Gonzalez
Networks: An Online Journal for Teacher Research
This inquiry utilizes a sheltered instruction approach to lesson planning with the intention of improving teacher candidates’ instruction to English Language Learners (ELLs). In this study a web-based questionnaire and a sheltered instruction lesson plan template were used to facilitate opportunities for teacher candidates to reflect on and practice planning English for Speakers of Other Languages (ESOL) instruction. Data collections used were nine web-based questionnaire responses and thirty sheltered instruction lesson plans. Findings suggest teacher candidates need more experiences with using ELLs’ language proficiency data for instruction and need to learn how to use rubrics when giving ELLs feedback on …
Editorial Introduction, Suzanne Porath
Editorial Introduction, Suzanne Porath
Networks: An Online Journal for Teacher Research
Action research begins with a question about practice, and this volume of Networks presents a variety of questions teacher educators asked about their work with teacher candidates and graduate students. Several of the studies also highlight the cycles of inquiry that can change practice over time.
“I’M Not So Sure…”: Teacher Educator Action Research Into Uncertainty, Carrie Rogers
“I’M Not So Sure…”: Teacher Educator Action Research Into Uncertainty, Carrie Rogers
Networks: An Online Journal for Teacher Research
Using a framework of uncertainty that is informed by Hannah Arendt’s philosophy this foursemester action research project describes the creation and analysis of an assignment that allows teacher candidates to explore their own uncertainties in regards to the teaching profession. This action research project examines the assignment and its development over time toward the goal of encouraging teacher candidates to have a disposition that frames uncertainty or doubt as an essential and necessary part of teaching. Findings were mixed. While this study reaffirms the theoretical perspective that action research, for me as a teacher educator, is about taking pedagogical risks …
Developing Effective Physical Fitness Testing Standards For Pre Service Physical Educators, Kory Hill, Roland Thornburg
Developing Effective Physical Fitness Testing Standards For Pre Service Physical Educators, Kory Hill, Roland Thornburg
Networks: An Online Journal for Teacher Research
Physical educators are often held to a higher standard of physical fitness. The ability to effectively convey the importance of physical fitness may depend upon the ability to appear physically fit. The ability to perform at a minimal level of proficiency on fitness tests was deemed important by the faculty of one physical education teacher education program (PETE). In an action research evaluation, the faculty examined standards presented in the literature, as well as questionnaire responses by students, to develop reasonable passing scores for physical education majors. Results indicated the students are receptive to minimal standards and the initial standards …
Book Review Of Negotiating A Permeable Curriculum, Ted Kesler
Book Review Of Negotiating A Permeable Curriculum, Ted Kesler
Networks: An Online Journal for Teacher Research
Negotiating a Permeable Curriculum was first published in 1993 in the National Council of Teachers of English Concept Paper Series. Now it is reprinted in book form as part of the Garn Press Women Scholars Series. In the book, the extended essay is framed by an introduction by senior editor, Bobbie Kabuto, and an interview by Kabuto with Anne Haas Dyson. The final section of the book is a bibliography of Dyson’s most recent publications.
“A Close Read Of My Classroom”: Teacher Research And Identity Work, Joy Kammerer Myers
“A Close Read Of My Classroom”: Teacher Research And Identity Work, Joy Kammerer Myers
Networks: An Online Journal for Teacher Research
It is not uncommon for classroom teacher researchers to face multiple obstacles, but for the fifth grade teacher in this study, Donna, her administrators did not support her research efforts because they thought it would take away from preparing students for end of grade tests. The purpose of this study was to explore the ways conducting teacher research shaped Donna’s teacher identities and to examine how the context of her school impacted any identity shifts. Data sources included: interviews, observations, and teacher-created artifacts such as annotations of journal articles; her research proposal, paper, and presentation; reflections; and classroom observations. Findings …
Preparing Graduate Students To Teach Math: Engaging With Activities And Viewing Teaching Models, Maria Boeke Mongillo
Preparing Graduate Students To Teach Math: Engaging With Activities And Viewing Teaching Models, Maria Boeke Mongillo
Networks: An Online Journal for Teacher Research
Teacher self-efficacy is the belief a teacher holds that he or she can make a difference in student achievement, even when the student is difficult or unmotivated (Guskey & Passaro, 1994). It has been linked to positive teacher practices and student outcomes. This mixed methods study of preservice elementary and early childhood math teachers explored how having students engage in hands-on activities and view video teaching models in a graduate mathematics methods course influenced their teacher selfefficacy for math. The study took place in two phases, with course modifications made between the two. Statistical analyses of pre- and post-test scores …
Mixed Classes, Mixed Methods: Writing Students’ Attitudes About Collaborative And Intercultural Learning, D. Michael Keleher
Mixed Classes, Mixed Methods: Writing Students’ Attitudes About Collaborative And Intercultural Learning, D. Michael Keleher
Networks: An Online Journal for Teacher Research
This article describes a two-semester study of mixed (native and non-native speaking) writing groups in developmental college writing classes. The teacher assigned and observed writing activities and collected survey and interview data to determine the impact on the students’ perceived writing abilities and attitudes toward paired and small group work. The findings suggest that the benefits of collaborative learning are dependent on the degree of peer accountability and the teacher’s care in designing the activities. With mixed language background English classes becoming the norm, teachers might consider the possibilities for collaborative learning as a means for providing further emersion for …
The Effect Of Flexible Small Groups On Math Achievement In First Grade, David Benders, Tracy Craft
The Effect Of Flexible Small Groups On Math Achievement In First Grade, David Benders, Tracy Craft
Networks: An Online Journal for Teacher Research
This action research study explores the Guided Math Approach to improving math scores for first grade students. Previous MAP (Measure of Academic Progress) scores were used to measure proficiency and students were placed in separate categories for appropriate instruction. This study reviewed math achievement scores on MAP test from a First grade classroom in a rural area of southern Kentucky. The results from this study reflect an improvement in student mathematical knowledge and achievement of eleven below level students in the Math concept “Telling Time to the Hour and Half-hour” as required by Common Core Standard. All students received instruction …
Sponsorshaping: How A Teacher Used Sponsors Of Literacy For Pedagogical Purposes, Ryan Dippre
Sponsorshaping: How A Teacher Used Sponsors Of Literacy For Pedagogical Purposes, Ryan Dippre
Networks: An Online Journal for Teacher Research
Historically, the actions of classroom teachers have had a massive impact on the implementation of top-down reform efforts. However, a pedagogically-friendly construct for considering this impact has been lacking in studies of teacher practice. In this article, I draw on Deborah Brandt’s concept of sponsors of literacy to build a construct for thinking about teacher actions with, against, and through the social and historical forces that work their way into the classroom: sponsorshaping. Through a grounded theory analysis of six different types of documents used in an Advanced English 11 writing classroom, I show how sponsors of literacy were “shaped” …
Editorial Introduction, Suzanne Porath
Editorial Introduction, Suzanne Porath
Networks: An Online Journal for Teacher Research
Action research comes in various forms such as teacher inquiry, participatory action research, practitioner research, and cooperative inquiry. But, as Bradbury’s introduction to the third edition of the SAGE Handbook of Action Research highlights, “It brings together action and reflection, theory and practice, in the pursuit of practical solutions to issues of pressing concern.” The articles in this eighteenth volume of Networks: An Online Journal for Teacher Research illustrate the unique combination of action and reflection, theory and practice that leads to increased knowledge and understanding of educator practice across grade levels and subject areas.
Teaching About Neoliberalism And Education De/Reforms In Teacher Education Courses, Kristan A. Morrison
Teaching About Neoliberalism And Education De/Reforms In Teacher Education Courses, Kristan A. Morrison
Networks: An Online Journal for Teacher Research
Few pre-and in-service teachers understand the various educational laws and policies currently at work in our schools (e.g. charters, vouchers, etc.). How can these concepts be taught in a one-semester course with students who have minimal prior knowledge and are saturated with neoliberal discourse which tells them that choice and the quest for one’s own private good are the best we can hope for in education reform? And how are teacher educators to teach their students in ways that do not indoctrinate them with a simplistic counter-message to the neoliberal discourse? This article details an action research study by a …
Poetics Of Justice: Using Art As Action And Analysis In Participatory Action Research, Jennifer Ayala, Mayida Zaal
Poetics Of Justice: Using Art As Action And Analysis In Participatory Action Research, Jennifer Ayala, Mayida Zaal
Networks: An Online Journal for Teacher Research
This article explores the use of art as a form of communication and meaning-making in participatory action research (PAR). The authors, researchers and educators, contemplate this concept through a pedagogical lens, and consider the role that visual and performing arts can play in social action. Based on the work of a youth-adult participatory action research collective, the authors reflect on the pedagogical process used to analyze research findings, take actions, and affect local change. Created to investigate opportunity to learn issues, the youth members of the collective created spoken word poetry, post-cards, film shorts, and speak-outs to engage multiple audiences …
Researching And Reshaping Literacy Learning: Three Urban K-6 Teachers’ Ongoing Transformations Through Everyday Action Research, Kristin Nicole Rainville, Grace Enriquez
Researching And Reshaping Literacy Learning: Three Urban K-6 Teachers’ Ongoing Transformations Through Everyday Action Research, Kristin Nicole Rainville, Grace Enriquez
Networks: An Online Journal for Teacher Research
Given the vast range of diversity among children’s backgrounds and needs, literacy educators must consider multiple ways in which children learn and interact with texts. Moreover, policies that increasingly require frequent assessments of children’s literacy achievement place pressure on educators to find immediate ways to impact children’s learning. This qualitative inquiry explores three graduate students’ yearlong engagement in literacy-related action research within ethnically and socioeconomically diverse, urban K-6 classrooms. Grounded in a social practice perspective on literacy and a sociocultural perspective on literacy learning, we examined participants’ constructions of action research as they developed research questions, entered various research sites, …
Book Review - Engaging In Action Research: A Practical Guide To Teacher-Conducted Research For Educators & School Leaders, Mark Dziedzic
Book Review - Engaging In Action Research: A Practical Guide To Teacher-Conducted Research For Educators & School Leaders, Mark Dziedzic
Networks: An Online Journal for Teacher Research
As might be expected, Networks regularly features reviews of books related to action research in educational settings. In a previous review (Networks, 15/1), Hartlep described Voices from the Classroom (Sargent, 2009) as a useful text for supporting educators interested in conducting action research, particularly teacher researchers who focus on improving classroom instruction. Hartlep suggested that the book might not have sufficient scholarly emphasis for those pursuing action research in order to contribute to scholarly literature. In this review, I argue that Parson, Hewson, Adrian, and Day’s Engaging in Action Research: A Practical Guide to Teacher-Conducted Research for Educators …
Developing As Teachers And As Researchers: Emerging Professionals’ Experiences With Cooperative Inquiry, Laura Bower-Phipps, Maria Cruz, Cristina Albaladejo, Arlette Johnson, Thomas Homa
Developing As Teachers And As Researchers: Emerging Professionals’ Experiences With Cooperative Inquiry, Laura Bower-Phipps, Maria Cruz, Cristina Albaladejo, Arlette Johnson, Thomas Homa
Networks: An Online Journal for Teacher Research
This article details the second cycle of cooperative inquiry undertaken by emerging educators who self-identify as “other” because of gender, language, ethnicity, and/or sexual orientation. The current cycle focuses on the impact participation in cooperative inquiry had on researchers’ teaching practices. Data sources include transcripts of group discussions and reflective writing completed six months, eighteen months, and two years after the completion of the first cycle of cooperative inquiry. Findings suggest that as a result of engagement in cooperative inquiry, the teacher/researchers established practices to decrease isolation, build unity, and understand students’ backgrounds. Teacher/researchers viewed themselves as advocates for diversity …
Improving Urban Teachers’ Assessment Literacy Through Synergistic Individualized Tutoring And Self-Reflection, Dennis Murphy Odo
Improving Urban Teachers’ Assessment Literacy Through Synergistic Individualized Tutoring And Self-Reflection, Dennis Murphy Odo
Networks: An Online Journal for Teacher Research
In this reflective piece, I provide an account of one method I am developing for fostering the assessment literacy of pre-service teachers’ in an Master of Arts in Teaching program through individualized tutoring of K-6 learners that also incorporated collaborative reflection. This method was developed for a pre-service teacher education course on individualized literacy assessment and instruction. I incorporated the individualized tutoring sessions and candidate reflection activities to develop candidates’ assessment literacy in response to several observations I made as I taught the class. The teacher research I consulted to address this challenge echoed my experience of the general superficiality …
Empowerment For Whom? Empowerment For What? Lessons From A Participatory Action Research Project, Meagan Call-Cummings, Christine James
Empowerment For Whom? Empowerment For What? Lessons From A Participatory Action Research Project, Meagan Call-Cummings, Christine James
Networks: An Online Journal for Teacher Research
This article sets forth the process through which I, an educator of over 20 years, my research mentor, and my 52 Latino/a students answered questions that were important to us through participatory action research. I start the process by asking if and how I am empowering my students, and they start their own parallel process by asking about their relationships with their White teachers. By engaging in various data collection approaches, including Boal’s (1985) Theatre of the Oppressed and Photovoice, we are all able to answer these questions. I learn that as a teacher I do not empower students; they …
Multimedia Teacher Research, Heather Leaman, Connie Dilucchio
Multimedia Teacher Research, Heather Leaman, Connie Dilucchio
Networks: An Online Journal for Teacher Research
In this qualitative study, two teacher educators and course instructors in a Masters of Education (M.Ed.) program explored beginning teacher researchers’ use of multimedia to support action research. Fifty-eight teachers (36 in spring 2010 and 22 in spring 2011) completed teacher research as the capstone in their M.Ed. program. Teachers utilized the MERLOT website (Multimedia Educational Resource for Learning and Online Teaching) to develop and submit their research as an alternative to traditional paper submission. As teachers conducted their research, course instructors investigated how the teachers’ use of multimedia strengthened or limited their teacher research work. Data from teacher researchers …
A Book Review – Digging Deeper Into Action Research: A Teacher Inquirer’S Field Guide, Jim R. Carlson
A Book Review – Digging Deeper Into Action Research: A Teacher Inquirer’S Field Guide, Jim R. Carlson
Networks: An Online Journal for Teacher Research
Digging Deeper into Action Research proves itself a handy companion for practitioners embarking on the journey of action research. The chapters are organized in logical order, beginning with a brief historical overview of teacher research and its critical contribution to the national dialogue on education. Dana frames educational research as highly contextualized, reminding readers that “outside experts,” those removed from the day-to-day operations of school, have historically set the terms for what counts as research in education (Cochran-Smith & Lytle, 1993).
Teacher Candidates’ Learning Gains: The Tale Of Two Co-Teachers, Hillary Merk, Melanie Betz, Colleen O' Mara
Teacher Candidates’ Learning Gains: The Tale Of Two Co-Teachers, Hillary Merk, Melanie Betz, Colleen O' Mara
Networks: An Online Journal for Teacher Research
Co-teaching during the student teaching experience has been given increased attention among researchers and teacher educators. Co-teaching facilitates an apprenticeship arrangement that encourages modeling of classroom practice for the candidate and provides a chance to implement directly what is being learned. This qualitative study explored teacher candidates’ learning gains using the co-teaching model for student teaching. Teacher candidates were able to see more clearly the dynamics of how a classroom works and the process by which teachers plan lessons, implement curriculum, and manage the many duties of a classroom teacher.