Inquiring into Teacher Best Practices through Action Research Partnerships

1
Inquiring into Teacher Best Practices through
Action Research Partnerships

• Marianne B. Barnes
• Terence Cavanaugh
• Lehman W. Barnes
• University of North Florida

2
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)
3
Research Questions

• What are the effects of a specialized graduate
  course on teacher leaders in science and
  mathematics and their practice in their own
  settings?
• What are the impacts of a state funded action
  research initiative?
• What are the impacts and issues connected to
  action research workshops in Florida and New
  Mexico?

4
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 FLlongtime partner

5
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

6
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).

7
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

8
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

9
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/vid
eos/Prep_phase_interview.wmv
10
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

11
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

12
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 implementation http//www.nefstem.org/teac
her_guide/videos/action_phase_interview.WMV
13
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/Gaski
  ns.pdf

14
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

15
Impact and Whats 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

16
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

17
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

18
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 AS)
• NEFSTEM MURSMI project on action research
• http//www.nefstem.org/project.htm

19
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

20
Project Outcomes (contd)

• 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

21
NEFSTEM Action Research website

• http//www.nefstem.org/project.htm

22
NEFSTEM Action Research Teacher Blogs

• http//www.nefstem.org/action_research_journals.ht
  m

23
Work with Teachers in Other VenuesFL and NM

• Nassau County, FL5 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

24
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

25
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 implementation http//www.nefstem.org/teac
her_guide/videos/results_interview.WMV
26
Continuing Action Research Work

• Currently sharing and learning in multiple
  venues, including Nassau County, FL Las Cruces,
  NM and further work in Duval County, FL
• Presenting as part of a national network through
  NSTA, ASTE, and NARST
• Exploring other partnerships in NM
• mbarnes_at_unf.edu
• lbarnes_at_unf.edu