Guest Editorial: Action Research—Expanding the role of classroom teachers to inquirers and researchersby: Douglas Llewellyn and Emily van Zee

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NSTA is breaking new ground with this month’s issue of Science Scope. For the first time, an NSTA journal is focused on action research and the role teachers play as classroom researchers. This issue chronicles the challenges and journeys teachers take in using their classroom as laboratories to increase their understandings of the learning process. The authors are pleased that the editors are devoting space in this issue to this timely topic: an aspect of professional development that promotes both classroom research and curricula reform.

Grades
  • Middle
Publication Date
9/1/2010

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Reviews (1)
  • on Mon Jun 20, 2011 4:52 PM

The authors of this article present the idea of empowering teachers and their students with action research. Teachers become teacher-researchers and ask questions of their curriculum and the results they are getting from their students by way of their pedagogical methods are obtained through more than just letter grades. What the students are learning, how they are learning it and involving them in their learning are elements continuously being researched. The feedback helps to ensure that the best possible approach to teaching and learning is being pursued. The greatest benefit outlined by the authors may be the fact that teacher-researchers take their discoveries and share them with their colleagues. In this way they are able to develop an academic support group for guidance and encouragement.

Michael Rumpf
Michael Rumpf


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