Linking Research and Practice: Another Call to Action?

Langrall, Cynthia W.

doi:10.5951/jresematheduc.45.2.0154

Cited by 5 publications

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“…Within mathematics education, researchers continue to advocate for efforts to “acknowledge, critique, or challenge the research–practice link” (Langrall, 2014, p. 155) and seek improved collaboration between researchers and K–12 educators (The Linking Research and Practice Task Force, 2005; National Council of Teachers of Mathematics, 2005). As in other fields, advocates of action research in mathematics education focus on the value of teachers taking an inquiry stance (Doerr & Tinto, 2000; Kyei-Blankson, 2014; Lampert, 1990, 2001).…”

Section: Action Research and Changing Teaching Practice In Mathematicmentioning

confidence: 99%

Action Research and Systematic, Intentional Change in Teaching Practice

Manfra

2019

Review of Research in Education

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Action research shifts the paradigm of contemporary educational reform by emphasizing inquiry and placing teachers at the center of research-into-practice. By situating teachers as learners, action research offers a systematic and intentional approach to changing teaching. When working as part of a community of practice, action researchers engage in sustained professional learning activities. They explore issues of everyday practice and work to bring about change. This review highlights action research studies from across four subject areas—English language arts, mathematics, science, and social studies—and is premised on the notion that changing teaching practice is connected to understanding how teachers learn. Specifically, it focuses on understanding changes in teacher pedagogical content knowledge, disciplinary inquiry, and critical pedagogy through action research. Findings suggest that we must go beyond current conceptualizations of teacher learning as process-product, cognitive, and situative to view teaching as inquiry. Successful efforts to change practice through action research have demonstrated the value of engaging teachers as active participants in education research. At the same time, the field must overcome barriers including the marginalization of action research, logistical issues associated with conducting action research, and the dissemination of findings.

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Section: Action Research and Changing Teaching Practice In Mathematicmentioning

confidence: 99%