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In successful schools,
teaching is a multidimensional activity. One of the most powerful of
these dimensions is that of "teacher as researcher." Not only
do teachers need to
use research in their practice, they need to participate in "action"
research in which they
are always engaging in investigation and striving for improved learning.
The key to action research is to pose a question or goal, and then design
actions and evaluate progress in a systematic, cyclical fashion as the
means are carried out. Below are four major ways that you can become involved
as an action researcher.
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Vision of Learning
- Meaningful learning experiences
for students and school staff
- Students encouraged to
make decisions about their learning and to assess their own performance
- Restructuring to promote
learning in and out of school
- High expectations for
learning for all students
- A community of problem
solvers in the classroom and in the school
- Teachers and administrators
committed to achieving the national education goals
Curriculum and Instruction
- Identification of core
concepts
- Curriculum that calls
for a comprehensive repertoire of learning and assessment strategies
- Collaborative teaching
and learning involving student-generated questioning and sustained dialogue
among students and between students and teachers
- Teachers assessing to
build new information on student strengths
- Authentic tasks in the
classroom such as solving everyday problems, collecting and analyzing
data, investigating patterns, and keeping journals
- Opportunities for students
to engage in learning and assessment out of school with community members
- Homework that is challenging
enough to be interesting but not so difficult as to cause failure
- Assessments that respect
multiple cultures and perspectives
- A rich learning environment
with places for children to engage in sustained problem solving and
self assessment
- Instruction that enables
children to develop an understanding of the purposes and methods of
assessment
- Opportunities for children
to decide performance criteria and method
Assessment and Grouping
- Assessment that informs
and is integral to instruction
- Assessment sessions that
involve the teacher, student, and parents
- Performance-based assessment
such as portfolios that include drafts, journals, projects, and problem-solving
logs
- Multiple opportunities
to be involved in heterogeneous groupings, especially for students at
risk
- Public displays of student
work and rewards
- Methods of assessing group
performance
- Group assessments of teacher,
class, and school
Staff Development
- Opportunities for teachers
to attend conferences and meetings on assessment
- Teachers as researchers,
working on research projects
- Teacher or school partnerships/projects
with colleges and universities
- Opportunities for teachers
to observe and coach other teachers
- Opportunities for teachers
to try new practices in a risk-free environment
Involvement of the
Community
- Community members' and
parents' participation in assessing performance as experts, aides, guides,
or tutors
- Active involvement of
community members on task forces for curriculum, staff development,
assessment, and other areas vital to learning
- Opportunities for teachers
and other school staff to visit informally with community members to
discuss the life of the school, resources, and greater involvement of
the community
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