Browsing by Subject "action research"

Now showing 1 - 3 of 3
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    Monarch Monitoring: A Teacher/Student/Scientist Research Project. Final Report
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2001-10) Freeman, Carol; Jeanpierre, Bobby; Center for Applied Research and Educational Improvement
    The Monarch Monitoring Project was a field research experience designed to enhance the capacity of middle and high school teachers to incorporate active research into classroom teaching. Active research was defined as students involved in formulating questions and/or designing research protocol, collecting and interpreting data, and reporting results.
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    Monarch Monitoring: A Teacher/Student/Scientist Research Project. Case Studies
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2001-10) Freeman, Carol; Jeanpierre, Bobby; Center for Applied Research and Educational Improvement
    The Monarch Monitoring Project was a field research experience designed to enhance the capacity of middle and high school teachers to incorporate active research into classroom teaching. Active research was defined as students involved in formulating questions and/or designing research protocol, collecting and interpreting data, and reporting results.
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    Race Critical Action Research: 8th Grade Global Studies Teachers Move Beyond the Status Quo to Address Issues of Race and Racism in Our Classrooms
    (2018-05) Andrews van Horne, Kate
    Research has shown that despite a recent emphasis on issues of race and racism in US society, White teachers struggle to construct adequate learning environments for their students of Color (Epstein, 2009; Martell, 2013; Sleeter, 2017). Further, Milner (2006) posits that when White teachers lose themselves in the “having of good intentions,” their failure to act enshrines the status quo in classrooms. Using race-critical action research, the author presents the work of a group of White female teacher partners (n=6) who collaborated over two years to critically examine the role of race and racism in their teaching practice. Data included transcripts of group meetings, reflective journals and interviews. Building on a framework of sociocultural and race-critical theories, the author explores the role that resistance and appropriation played as the teacher partners worked to improve their anti-racist teaching practice. Specifically, the teacher partners sought to defy deficit-thinking paradigms, redefine power in the classroom, and create a caring classroom climate. Through sociocultural and race-critical analyses, the author finds evidence of what Lensmire (2010) terms an “ambivalent” White racial identity; one that reveals itself to be both race-evasive and race-visible (Jupp and Lensmire, 2016) when enacting anti-racist teacher practice. The author concludes that collaboration and critical reflection are essential conditions for surfacing these paradoxes and deepening anti-racist teacher practice.