Classroom-based action research: revisiting the process as customizable and meaningful professional development for educators

The approach historically used for professional development for classroom educators (i.e., a 'one-size-fits-all' delivery model, where the emphasis is on 'training' and not on 'learning') is, quite simply, outdated. Even in our 'on-demand' world, where professional development modules can be purchased and viewed online, the individualized professional development needs of teachers are not appropriately or accurately being met. Classroom-based action research—with its cyclical nature of systematic investigation of teaching and learning, followed by data-driven improvements resulting from the outcomes of the investigations—provides not only a viable, but also valuable, professional development alternative. Following the development of improvement goals, the process of action research can be used to customize a teacher's professional development, allowing for a much more meaningful approach to professional growth. This approach permits teachers to investigate their own practice and to discover what will and will not work for their students in their classrooms. The integration of classroom-based action research with professional collaboration and with teacher evaluation are both discussed. Recommendations for administrative support—focusing on training, availability of time, collaboration, and incentives—for classroom-based action research are also provided

Reflections on MWERA 2006: Teaching and Researching in an Electronic Era

Reflections from the MWERA Program Chai

Mid-Western Educational Research Association 2006 Annual Meeting Call For Proposals

Call for Proposal

The Role of Classroom Experience in Preservice and Inservice Teachers’ Assessment Literacy

Assessing student performance is one of the most critical aspects of the job of a classroom teacher; however, many teachers do not feel adequately prepared to assess their students’ performance. In order to measure and compare preservice and inservice teachers’ “assessment literacy,” two groups were surveyed using the Classroom Assessment Literacy Inventory (CALI) which was designed to parallel the Standards for Teacher Competence in the Educational Assessment of Students. Inservice teachers performed highest on Standard 3—Administering, Scoring, and Interpreting the Results of Assessments and lowest on Standard 5—Developing Valid Grading Procedures. Preservice teachers performed highest on Standard 1—Choosing Appropriate Assessment Methods and lowest on Standard 5—Developing Valid Grading Procedures. Comparisons between the two groups revealed significant differences on five of the seven competency areas, as well as on the total scores. In all cases where significant differences were found, the inservice teachers scored higher than their preservice counterparts

Summer Preview of the 2006 Annual Meeting October 11-14, 2006

Summer Preview of Annual Meetin

Patterns of Response and Nonresponse from Teachers to Traditional and Web Surveys

This paper discusses the results of a study comparing the psychometric qualities of two forms of an identical survey: one administered in paper-and-pencil format and the other administered in Web format. Two groups of teachers were surveyed. One group received a paper-and-pencil version of the survey; the other group was directed to a Web-based version of the survey. While the rates of response were quite discrepant, the respective measures of reliability were extremely similar for the two versions of the survey. Similarly, there were no significant differences between the two groups on any of the seven subscales, nor on the total score. A follow-up survey was conducted with the nonrespondents in the Web group in order to investigate reasons behind their decision not to complete the survey. Several methodological issues are raised as a result of the follow-up. Accessed 33,904 times on https://pareonline.net from October 07, 2003 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Designing scoring rubrics for your classroom

Accessed 555,907 times on https://pareonline.net from December 11, 2001 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Action Research as Teacher Inquiry: A Viable Strategy for Resolving Problems of Practice

Teacher inquiry is the process of applying action research to educational problems of practice, carried out by educational practitioners. The value of teacher inquiry—and all applications of action research—is that the research is being conducted by insiders, those who work directly with the problem being studied. It is based upon critical reflection and investigation into one’s own professional practice. This paper presents discussion of teacher inquiry as a viable approach to resolving practitioner-based problems of practice in a process that also affords teachers the operation to generate their own knowledge about classroom practices. The process of conducting action research, along with its applications and benefits, are reviewed and contextualized within the work of classroom teachers. Perspectives held by educators regarding teacher inquiry are also discussed. The paper closes with a discussion of ways in which teacher inquiry can be highly beneficial as a means of professional growth during and following the COVID-19 global pandemic and includes a concrete example of teacher inquiry during the pandemic

A Systematic Approach to Transforming the Art of Teaching Into the Science of Teaching: Developing a D-DIDM Mindset

Data-driven instructional decision making (or D-DIDM) is a “process by which educators examine [data] in order to identify student strengths and deficiencies” (Mertler, 2007). My view of the process of D-DIDM merges three critical educational practices: classroom-based (or site-based) action research, assessment of student learning, and reflective practice. Each of these practices are discussed individually, followed by an examination of the union of the three into a comprehensive approach to D-DIDM. The roles and responsibilities of researchers and practitioners in this process is also integrated throughout the discussion. My address is intended to motivate educators at all levels to seriously and conscientiously consider integrating D-DIDM into their classroom practice

Teacher-Centered Fallacies of Classroom Assessment Validity and Reliability

The general purpose of this descriptive study was to examine the current assessment practices of teachers in the state of Ohio. Specifically, the aim of this study was to gain an understanding of the methods used to insure the validity and reliability of their classroom assessments. It builds on previous research by incorporating verbal explanations and categorizations of techniques used to insure classroom assessment validity and reliability. Similar to previous research, it was determined that teachers do not spend much time conducting statistical analyses of their assessment data. Teachers seemed to have a better understanding of assessment reliability than validity; although, many of the steps provided by teachers to determine classroom assessment validity and reliability would be considered poor and inadequate, at best. Recommendations include providing additional inservice training to teachers, as well as tailoring measurement courses to fit the needs of future classroom teachers