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A Phenomenological Approach to the Use of Praise in the Upper Elementary Classroom
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In: Doctoral Dissertations and Projects (2013)
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| 2 |
Developing English and Spanish Literacy in a One-way Spanish Immersion Program
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In: Doctoral Dissertations and Projects (2013)
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| 3 |
The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students
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In: Doctoral Dissertations and Projects (2013)
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| 4 |
The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8
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In: Doctoral Dissertations and Projects (2013)
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| 5 |
The Lived Experiences of Native Louisiana French Speakers Entering English-Only Elementary Schools in Lower Bayou Lafourche
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In: Doctoral Dissertations and Projects (2013)
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| 6 |
Standards-Based Assessment and High Stakes Testing: Accuracy of Standards-Based Grading
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In: Doctoral Dissertations and Projects (2012)
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| 7 |
An Investigation of English Learners' Acquisition of Academic Language to Obtain Reading Comprehension Skills
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In: Doctoral Dissertations and Projects (2012)
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| 8 |
Effect of Music Integrated Instruction on First Graders' Reading Fluency
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In: Doctoral Dissertations and Projects (2012)
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| 9 |
Perceptions of Administrators and Teachers Regarding Kindergarten Giftedness
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In: Doctoral Dissertations and Projects (2011)
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| 10 |
In pursuit of "a good healthy chat": The roles of organization and rapport-building in effective middle school literacy instruction
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In: Doctoral Dissertations (1998)
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| 11 |
Multicultural general music education: An investigation and analysis in Michigan's public elementary schools, K-6.
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| 12 |
Students' perceptions and attitudes toward parent involvement in academic homework and its relationship to academic achievement
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| 13 |
Four walls with a future: Changing educational practices through collaborative action research
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Abstract:
The researcher, 5 teachers, and the principal at one elementary school engaged in action research in order to explore, implement and document practitioner initiated change. The research questions included: (1) What changes do practitioners choose to make? (2) How do practitioners make sense of the change process? (3) What is the nature of structural and institutional factors that foster and/or constrain change? (4) What is the nature of school and community culture with respect to educational change? (5) What roles does the researcher play when educational change is initiated by practitioners? and (6) What is the nature of the relationship that develops between researcher and practitioners throughout the change process? ; The methods employed in this interpretive study involved the collection of qualitative data through participant observation, ethnographic interviewing, document analysis, and dialogue journals. Following in the tradition of symbolic interactionism, a constructivist epistemology was embodied into collection and interpretation of data. ; Three stories of change (the teachers', the principal's and the university researcher's) are reported. The stories of 5 teachers revealed that teacher voice is a necessary component of change efforts. The development of teacher voice occurred when spaces were created at the school-level for teachers' voices to be heard. The principal's story documents the change process of Ted Jones as he engaged in reflective practice to make sense of his roles and the desired changes he wished to make. Metaphors were used as a conceptual tool for sense-making as the principal reconceptualized his roles. The university researcher's story documents the relationship that developed between the practitioners and researcher through an examination of the traditional myths and metaphors that govern educational research. ; A collective examination of the teachers', the principal's, and the university researcher's stories reveal that changes in the teachers, the principal, and the researcher all were facilitated through the examination of the nature of voice and through engagement in critical reflection -in and -on practices. Therefore, the results of this study suggest that change is not a linear process. Rather, it is a circular process of reflection, voice, and action. ; Source: Dissertation Abstracts International, Volume: 52-09, Section: A, page: 3131. ; Major Professor: Kathryn Scott. ; Thesis (Ph.D.)--The Florida State University, 1991.
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Keyword:
Education; Elementary; General; Sociology of
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URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A76485/datastream/TN/view/Four%20walls%20with%20a%20future%3A%20Changing%20educational%20practices%20through%20collaborative%20action%20research.jpg
http://purl.flvc.org/fsu/lib/digcoll/etd/3087670
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