Inquiring into Teacher Best Practices through Action Research Partnerships

Marianne B. Barnes

Terence Cavanaugh

Lehman W. BarnesUniversity of North Florida

Concern about Reforms in Schools

Lingering achievement gaps Need for teachers who believe that change

can occur (action research) Development of teacher leaders who use

inquiry processes and are supported Challenge of curriculum mandate

(supported by teacher integrated action research)

Research Questions

1. What are the effects of a specialized graduate course on teacher leaders in science and mathematics and their practice in their own settings?

2. What are the impacts of a state funded action research initiative?

3. What are the impacts and issues connected to action research workshops in Florida and New Mexico?

The Original Context

Duval County Public Schools (DCPS) - the 20th largest US school district

Serves 129,000 students (47% White, 43% African American, 5% Hispanic, and 5% other, with a large percentage of low SES students

8,000 teachers work in the schools Presence of an NSF/USI for past six years with

emphasis on teacher PD and teacher leadership University of North FL—longtime partner

Teacher Leadership in Duval

Essential to health of a school in which all children can learn (Barth, 2001)

Sustained by strong partnerships (Patterson, 2002; Zimpher, 1988)

Tied to the needs and concerns of teachers (Lawrenz, 2001)

Focused on inquiry and action research, school improvement, effective teaching, collaboration, and understanding of leadership roles

Action Research

Contextualized, systematic, localized, and aimed at developing changes in practice and student learning (Mills, 2003; Wallace, 2000).

Fundamental components include (1) developing a plan for improvement (2) implementing the plan (3) observing and documenting its

effects (4) reflecting on effects for further

planning and informed action (Kemmis & McTaggert, 1988).

Graduate Course: "Teacher Leadership

in Science and Mathematics"

Team developed with lead faculty Emphasized school reform aspects

relevant to this large, urban school district

Text: Action Research: A Guide for the Teacher Researcher, by G. E. Mills, 2003 (to guide action research projects)

Culminated in conference - poster sessions and focus groups

Studied by graduate student and participant, D. Kerlin supported by USI and Center for Public Policy and Leadership

Course Participants

Four groups of varying backgrounds starting in Spring 2003

Teaching experience from 1-31 years Levels were mixed in group 1, secondary in

group 2, elementary in group 3, and mixed in group 4

Groups ranged from 11-21 teachers

Course Data Gathering

Throughout and after the course Surveys, journals, focus groups, and

interviews Responses coded and grouped under

headings to allow relationships and patterns to emerge (Miles & Huberman, 1994)

Sample teacher action research preparation interviewhttp://www.nefstem.org/teacher_guide/videos/Prep_phase_interview.wmv

Identified Teacher Needs

Initial survey during course revealed strengths and concerns:

Time, communicating, mentoring, Working with administrators, collaborating, Using inquiry strategies and resources, Leadership, and pursuing personal professional

development Course emphasis was adjusted accordingly

Course Goals Developed with Teacher Input

Increasing teacher leadership capacity Strengthening the science and mathematics

teacher support network Learning action research knowledge base and

skills Using action research to enhance student

achievement Comprehending past and current reform initiatives Engaging in reflection for planning

Teacher Action Research Projects

Projects included emphasis on mentoring of students and teachers, integrating reading or technology with

science and mathematics learning, motivational techniques, scientific visualization, and grade level inquiry approaches, among

others.

Sample teacher interviews on action research project implementationhttp://www.nefstem.org/teacher_guide/videos/action_phase_interview.WMV

Sample Project

Project Proposal: Can the use of hands-

on math materials increase student achievement when used during introductory lessons?

http://www.nefstem.org/project/final_reports/Gaskins.pdf

Midpoint Question and Journal

Review

How is this course impacting you personally and professionally at this point in time?

Fatigue/stress with role confusion Excitement/enthusiasm about AR process Benefits: course readings, database

searches, personal development Dialog with principals and peers More attention to student voices

Impact and What’s Next for the Teachers?

More effective leadership, collaboration, reflection, and research skills

Continuing and sharing action research at home school

Plans for further education and/or National Board certification

Most Beneficial Aspects in Course

Reviewing professional journal articles Learning to search databases electronically Interacting with colleagues, including peer reviews

and poster sessions Pacing of work and support Emphasis on role as a teacher leader Action research - learning steps and data collection

techniques Expert visitors

Perceptions Instructor: “The most fulfilling experience in

all my 28 years of teaching” JUSI director: “I need the reality of your

experiences to continue to support our endeavor as teacher leaders."

Teacher: “We need support, sharing, ideas." Teacher: "Some principals are now seeing

for the first time that good learning goes on in noisy, interactive, sometimes messy classrooms."

Consultant: “We need to investigate together.”

Focus Group after 2nd Course Offering 11 participants, staff, and consultant

Further Action Research work with state funding (MURMSI)

19 teachers with 3 mentors in workshops for 7 months

5 university faculty 2 graduate student action research projects Coordinated by NEFSTEM: NE FL Science,

Technology, and Mathematics Center for Education (Colleges of Ed and A&S)

NEFSTEM MURSMI project on action research:

http://www.nefstem.org/project.htm

Outcomes of MURMSI Project

a real and virtual network of teacher leaders implementing action research

teacher-generated assessment data

a model for teacher development that includes characteristics inherent in changed behaviors associated with action research leading to enhanced student performance

Project Outcomes (cont’d)

a dedicated website describing the project and sharing teacher action plans and experiences (www.nefstem.org)

a web-based guide describing action research for teacher leaders including real examples of teacher-generated problems, data, and results, located at the project website.

http://www.nefstem.org/teacher_guide/intro/index.htm

NEFSTEM Action Research website http://www.nefstem.org/

project.htm

NEFSTEM Action Research Teacher

Blogs

http://www.nefstem.org/action_research_j

ournals.htm

Work with Teachers in Other Venues—FL and NM

Nassau County, FL—5 teachers State funds for action research through

competitive process in NM Work in NM in Fall 2004

and Fall 2005 Proposals developed in

3 sessions with some partnering

Time and confidence issues

Impacts of Action Research Supported by Partnerships

Action research is a viable strategy to sustain science and mathematics teacher inquiry into practice in an urban setting.

Teacher empowerment Teacher generated data on student behavior:

reduced absenteeism, heightened engagement, and increases in student achievement; need longitudinal studies

Teacher development of coaching and mentoring skills, especially with new teachers

Awareness of need for time and trust Awareness of need for partner and administrative

support for sustainability

Project Outcomes

Pervasive influences on teaching practice, student development, parent and community involvement

Impact on collaboration, networking, self-efficacy, and empowerment

Generation of collective reflection and new approaches to finding solutions

Sample teacher interviews on action research project implementationhttp://www.nefstem.org/teacher_guide/videos/results_interview.WMV