Promoting quality for teacher action research: Lessons learned from science teachers’ action research

Educational Action Research

Volumn 14, Issue 4, 2006, Pages 497-512

  Capobianco, Brenda M ^a   Feldman, Allan ^b  

^a PURDUE UNIVERSITY   (United States)

^b UNIVERSITY OF MASSACHUSETTS   (United States)

Author keywords

Action research; Community of practice; Pedagogy; Quality in action research; Science teachers action

Indexed keywords

EID: 34248637786     PISSN: 09650792     EISSN: 17475074     Source Type: Journal    
DOI: 10.1080/09650790600975668     Document Type: Article

References (46)

1. Altrichter, H., 2005. The role of ‘professional community’ in action research. Educational Action Research, 13(1): 11–26.
2. Altrichter, H., Posch, P., and Somekh, B., 1993. Teachers investigate their work: an introduction to the methods of action research, London: Routledge.
3. Burnaford, G., 1996. “ Supporting teacher research: professional development and the reality of schools ”. In Teachers doing research: practical possibilities, Edited by: Burnaford, G., Fischer, J., and Hobson, D., Mahwah, NJ: Lawrence Erlbaum Associates, lnc.
4. Calhoun, E., 1994. How to use action research in the self-renewing school, Alexandria, VA: Association for Supervision and Curriculum Development.
5. Capobianco, B., Facilitating collaborative science teacher action through collective processes, paper presented at. the Association of Science Teacher Educators,. January, St Louis, MI.
6. Capobianco, B., 2006. Science teachers’ attempts at integrating feminist pedagogy through collaborative action research. Journal of Research in Science Teaching, 44(1): 1–32.
7. Capobianco, B., and Feldman, A., Formative assessment action research: A study of teacher learning by using technology, paper presented at. the National Association for Research in Science Teaching International Conference,. April, New Orleans, LA.
8. Capobianco, B., Canuel-Browne, D., Lincoln, S., and Trimarchi, R., Disseminating and sustaining ‘action’ in teacher action research, poster presented at. the Annual Convention for the National Science Teachers Association,. April, Philadelphia, PA.
9. Capobianco, B., Lincoln, S., Canuel-Browne, D., and Trimarchi, R., 2006. Examining the experiences of three generations of teacher researchers through collaborative science teacher inquiry. Teacher Education Quarterly, 33(7): 61–78. summer
10. Carr, W., and Kemmis, S., 1986. Becoming critical: education, knowledge, and action research, London: Falmer Press.
11. Catelli, L. A., 1995. Action research and collaborative inquiry in school-university partnership. Action in Teacher Education, 26: 25–38.
12. Clandinin, D. J., and Connelly, F. M., 1999. Shaping a professional identity: stories of educational practice, New York: Teachers College Press.
13. Cohen, L., and Manion, L., 1994. Research methods in education, (4th edn), London: Croom Helm.
14. Créplet, F., Dupouet, O., and Vaast, E., 2003. “ Episteme or practice? Differentiated communitarian structures in a biology laboratory ”. In Communities and technologies, Edited by: Huysman, M., Wenger, E., and Wulf, V., 43–63. Dordrecht: Kluwer Academic Publishers.
15. Denzin, N. K., 1978. The research act: a theoretical introduction to sociological methods, (2nd edn), New York: McGraw-Hill.
16. Elliott, J., 1991. Action research for educational change, Philadelphia, PA: Milton Keynes/Open University Press.
17. Erzberger, A., Fottrell, S., Hiebart, L., Merrill, T., Rappleyea, A., Weinmann, L., 1996. A framework for physics projects. The Physics Teacher, 34(1): 26–28.
18. Feldman, A., 1993. Promoting equitable collaboration between university researchers and school teachers. International journal of qualitative studies in education, 6(4): 341–357.
19. Feldman, A., 1994. Erzberger’s dilemma: validity in action research and science teachers’ need to know. Science education, 78(1): 83–101.
20. Feldman, A., 1996. Enhancing the practice of physics teachers: mechanisms for the generation and sharing of knowledge and understanding in collaborative action research. Journal of Research in Science Teaching, 33(5): 513–540.
21. Feldman, A., 1999. The role of conversation in collaborative action research. Educational Action Research, 7(1): 125–144.
22. Feldman, A., 2002. Existential approaches to action research. Educational Action Research, 10(2): 233–252.
23. Feldman, A., Learning to be a scientist: implications for science teacher education, paper presented at. the Annual Meeting of the American Educational Research Association,. April, San Francisco, CA.
24. Feldman, A., and Capobianco, B., Real-time formative assessment: a study of teachers’ use of an electronic response system to facilitate serious discussions about physics concepts, paper presented at. the Annual Meeting of the American Educational Research Association,. April21–25, Chicago, IL.
25. Feldman, A., and Minstrell, J., 2000. “ Action research as a research methodology for the study of the teaching and learning of science ”. In Handbook of research design in mathematics and science education, Edited by: Kelly, E., and Lesh, R., Mahwah, NJ: Lawrence Erlbaum Associates.
26. Geertz, C., 1973. The interpretation of cultures, New York: Basic Books.
27. Glesne, C., 1998. Becoming qualitative researchers: an introduction, (2nd edn), New York: Longman.
28. Harding, S., 1989. “ Is there a feminist method? ”. In Feminism and science, Edited by: Tuana, N., 18–32. Bloomington, IN: Indiana University Press.
29. Knorr Cetina, K., 1999. Epistemic cultures: how the sciences make knowledge, Cambridge, MA: Harvard University Press.
30. Kropf, A., Cunha, M., Hugenin, E., Emery, C., Venemen, V., and Rappold, A., A FAAR look at improving physics education: formative assessment action research, paper presented at. the Summer Meeting of the American Association of Physics Teachers,. July23, Rochester, NY.
31. Lave, J., and Wenger, E., 1991. Situated learning: legitimate peripheral participation, Cambridge: Cambridge University Press.
32. Lieberman, A., ed. 1988. Building a professional culture in schools, New York: Teachers College Press.
33. Losito, B., Pozzo, G., and Somekh, B., 1998. Exploring the labyrinth of first and second order action research. Educational Action Research, 6(2): 219–240.
34. Marshall, C., and Rossman, G., 1999. Designing qualitative research, (3rd edn), Thousand Oaks, CA: Sage.
35. Rearick, M., and Feldman. 1999. Orientations, purposes and reflection: a framework for understanding action research. Teaching and Teacher Education, 15: 333–349.
36. Reason, P., Choice and quality in action research practice, paper presented at. the World Congress of Participatory Action Research,. September, Pretoria, South Africa.
37. Sagor, R., 1991. What project LEARN reveals about collaborative action research. Educational Leadership, 48(6): 6–10.
38. Saurino, D., Teacher team collaborative action research, paper presented at. the Annual Meeting of the American Educational Research Association. New York: April.
39. Shavelson, R. J., and Towne, L., eds. 2002. Scientific research in education, Washington, DC: National Association Press.
40. Silverman, D., 1993. Interpreting qualitative data: methods for analyzing talk, text, and interaction, London: Sage.
41. Somekh, B., 1993. “ Quality in educational research: the contribution of classroom teachers ”. In Teachers develop teachers research: papers on classroom research and teacher development, Edited by: Edge, J., and Richards, K., Oxford: Heinemann.
42. Stenhouse, L., 1975. An introduction to curriculum research and development, London: Heinemann.
43. Trimarchi, R., 2004. Drawing out the quiet voices: making science lectures accessible to all science learners. The Science Teacher, 69(1): 30–34.
44. Trimarchi, R., and Capobianco. 2005. “ Action research on interactive lectures: engaging ‘all’ students in verbal give-and-take ”. In Exemplary science in grades 9–12: standards-based success stories, Edited by: Yager, R., Washington, DC: National Science Teachers Association.
45. US Department of Education. 2001. No child left behind Available oline from: http://www.ed.gov/nclb/landing.jhtml?src=pb (accessed 12 June 2005)
46. Wenger, E., 1998. Communities of practice: learning, meaning, and identity, Cambridge, UK: Cambridge University Press.