Action research and the professional development of graduate teaching assistants

Modern Language Journal

Volumn 90, Issue 1, 2006, Pages 33-47

  McDonough, Kim ^a  

^a NORTHERN ARIZONA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33644860040     PISSN: 00267902     EISSN: 15404781     Source Type: Journal    
DOI: 10.1111/j.1540-4781.2006.00383.x     Document Type: Article

References (56)

1. Allwright, D. (1997). Quality and sustainability in teacher-research. TESOL Quarterly, 37, 368-370.
2. Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7, 113-141.
3. Anderson, G., Herr, K., & Nihlen, A. (1994). Studying your own school: An educator's guide to qualitative practitioner research. Thousand Oaks, CA: Corwin Press.
4. Auerbach, E. (1994). Participatory action research. TESOL Quarterly, 28, 693-697.
5. Barr Ebest, S. (2001). Action research on action research: Emancipatory research or abuse of power? In J. Zeni (Ed.), Ethical issues in practitioner research (pp. 77-82). New York: Teachers College Press.
6. Bartels, N. (2002). Professional preparation and action research: Only for language teachers? TESOL Quarterly, 36, 71-78.
7. Bell, J. (1997). Introduction: Teacher research in second and foreign language education. Canadian Modern Language Review, 54, 3-10.
8. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longman.
9. Burns, A. (1999). Collaborative action research for English teachers. Cambridge: Cambridge University Press.
10. Burton, J. (1997). Sustaining language teachers as researchers of their own practice. Canadian Modern Language Review, 54, 84-109.
11. Byrnes, H. (2005). Toward a comprehensive conceptualization of teaching assistant education: Contents, commitments, structures. In D. Tedick (Ed.), Second language teacher education: International perspectives (pp. 135-155). Mahwah, NJ: Erlbaum.
12. Celce-Murcia, M. (Ed.). (2001). Teaching English as a second or foreign language. Boston: Heinle.
13. Cochran-Smith, M., & Lytle, S. (1993). Research on teaching and teacher research: The issues that divide. In M. Cochran-Smith & S. Lytle (Eds.), Inside/outside: Teacher research and knowledge (pp. 5-22). New York: Teachers College Press.
14. Cormany, S., Maynor, C., & Kalnin, J. (2005). Developing self, developing curriculum, and developing theory: Researchers in residence at Patrick Henry professional practice school. In D. Tedick (Ed.), Second language teacher education: International perspectives (pp. 215-230). Mahwah, NJ: Erlbaum.
15. Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
16. Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
17. Crookes, G. (1993). Action research for second language teachers. Applied Linguistics, 14, 130-144.
18. Crookes, G. (1997). What influences what and how second and foreign language teachers teach? Modern Language Journal, 81, 67-79.
19. Crookes, G., & Chandler, P. (2001). Introducing action research into the education of postsecondary foreign language teachers. Foreign Language Annals, 34, 131-140.
20. Dewey, J. (1929). The sources of a science of education. New York: Liveright.
21. Denzin, N., & Lincoln, Y. (2000). Handbook of qualitative research (2nd ed.). Thousand Oaks, CA: Sage.
22. Erickson, F. (1986). Qualitative methods in research on teaching. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 119-161). New York: Macmillan.
23. Freeman, D., & Johnson, K. (1998). Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly, 32, 397-417.
24. Freeman, D., & Richards, J. (1996). Teacher learning in language teaching. New York: Cambridge University Press.
25. Hammadou, J. (1993). Inquiry in language teacher education. In G. Gunterman (Ed.), Developing language teachers for a changing world (pp. 77-104). Lincolnwood, IL: National Textbook.
26. Harmer, J. (2001). The practice of English language teaching. Harlow, Essex, UK: Longman.
27. Hobson, D. (2001). Learning with each other: Collaboration in teacher research. In G. Burnaford, J. Fischer, & D. Hobson (Eds.), Teachers doing research: The power of action through inquiry (pp. 173-191). Mahwah, NJ: Erlbaum.
28. Jacobson, W. (1998). Defining the quality of practitioner research. Adult Education Quarterly, 48, 125-138.
29. Jungck, S. (2001). How does it matter? Teacher inquiry in the traditions of social science research. In G. Burnaford, J. Fischer, & D. Hobson (Eds.), Teachers doing research: The power of action through inquiry (pp. 329-344). Mahwah, NJ: Erlbaum.
30. Kebir, C. (1994). An action research look at the communication strategies of adult learners. TESOL Journal, 4 (1), 28-31.
31. Kreber, C. (2001). The scholarship of teaching and its implementation in faculty development and graduate education. In C. Kreber (Ed.), Scholarship revisited: Perspectives on the scholarship of teaching and learning (pp. 79-88). San Francisco, CA: Jossey-Bass.
32. Lacorte, M., & Krastel, T. (2002). "Zapatero a tus zapatos?" Action research in the Spanish language classroom. Hispania, 85, 907-917.
33. Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2, 34-56.
34. Markee, N. (1997). Second language acquisition research: A resource for challenging teachers' professional cultures? Modern Language Journal, 81, 80-93.
35. Moreira, M., Vieira, F., & Marques, I. (1999). Pre-service teacher development through action research. JALT, 23 (12), 15-18.
36. Nunan, D. (1992). Collaborative language learning and teaching. Cambridge: Cambridge University Press.
37. Nunan, D. (1996). Learner strategy training in the classroom: An action research study. TESOL Journal, 6 (1), 35-41.
38. Nunan, D. (1997). Developing standards for teacher-research in TESOL. TESOL Quarterly, 37, 365-367.
39. Perkins, A. (2001). Here it is, rough though it may be: Basic computer for ESL. In J. Edge (Ed.), Action research (pp. 13-20). Arlington, VA: TESOL.
40. Rainey, I. (2000). Action research and the English as a foreign language practitioner: Time to take stock. Educational Action Research, 8, 65-91.
41. Rankin, J. (1999). A role for action research in the foreign language classroom. Die Unterrichtspraxis/Teaching German, 32 (2), 107-119.
42. Richards, J. (1998). Beyond training. Cambridge: Cambridge University.
43. Richards, J., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
44. Roberts, J. (1993). Evaluating the impacts of teacher research. System, 21, 1-19.
45. Rossman, G., & Rallis, S. (1998). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage.
46. Schultz, R. (2000). Foreign language teacher development: MLJ perspectives 1916-1999. Modern Language Journal, 84, 496-522.
47. Smith, L. (2005). The impact of action research on teacher collaboration and professional growth. In D. Tedick (Ed.), Second language teacher education: International perspectives (pp. 199-213). Mahwah, NJ: Erlbaum.
48. Szostek, C. (1994). Assessing the effects of cooperative learning in an honors foreign language classroom. Foreign Language Annals, 27, 252-261.
49. Tedick, D., & Walker, C. (1994). Second language teacher education: The problems that plague us. Modern Language Journal, 78, 300-312.
50. Tedick, D., & Walker, C. (1995). From theory to practice: How do we prepare teachers for second language classrooms? Foreign Language Annals, 28, 499-517.
51. TESOL Quarterly Editorial Board. (2003). Qualitative research guidelines: Case study research. TESOL Quarterly, 37, 163-168.
52. Thorne, C., & Qiang, W. (1996). Action research in language teacher education. ELT Journal, 50, 254-262.
53. Vélez-Rendón, G. (2002). Second language teacher education: A review of the literature. Foreign Language Annals, 33, 457-467.
54. Wallace, M. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
55. Zeichner, K., & Noffke, S. (2001). Practitioner research. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 298-330). Washington, DC: American Education Research Association.
56. Zeni, J. (2001). A guide to ethical decision making for insider research. In J. Zeni (Ed.), Ethical issues in practitioner research (pp. 153-165). New York: Teachers College Press.