Preservice teachers engaged in reflective classroom research

Moore, Rita; Bartlett, Amy; Garrison, LaTresha; Hagemo, Kristie; Mullaney, Jennifer; Murfitt, Ashlee; Smith, Shelly

doi:10.1080/08878739909555206

Cited by 10 publications

(6 citation statements)

References 7 publications

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“…Through my engagement with educational literature in the areas of homework, curriculum planning, engagement and differentiation, I have developed a greater appreciation of learning theories and developed further my own personal theory of teaching (Monroe et al, 2007;Ostorga & Lopez, 2009). Last but not least, the experience of planning and implementing systematic practitioner enquiry, together with the realisation that small changes in classroom practice can significantly impact student engagement, have given me confidence and awareness of the value of reflection, action and experimentation (Duffield & Townsend, 1999;Moore, 1999;Rock & Levin, 2002).…”

Section: Discussionmentioning

confidence: 99%

Differentiated homework: Impact on student engagement

Keane

Heinz

2019

JPR

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This paper describes a mixed methods practitioner research study that aimed to enhance student engagement with homework. Based on a comprehensive literature review and data from a pre-study questionnaire, a differentiated homework strategy was designed by the teacher researcher. Students were assigned homework once a week to allow them to balance homework requirements more successfully with out-of-school activities. They were given a choice of three tasks each week, ranging from lower to higher difficulty levels. Task difficulty levels were not stated, nor were tasks ordered by difficulty. Students' attitudes towards homework improved over the course of the study and completion rates increased to nearly 100 per cent. Task choice and effort were recorded. The analysis paid special attention to similarities and differences in the impact of the strategy on students of different ability levels. Suggestions for further development of differentiated homework strategies and associated research are provided in the conclusion. PrefaceThis practitioner research study was conducted by a student teacher studying on the Professional Master of Education (PME) at the National University of Ireland Galway during his final 10-week block of school placement. The project is highly innovative in the Irish second-level school context where a high-stakes terminal examination system has led to significant homework pressures for students and teachers alike. Findings from this study have not only influenced the teacher researcher's own attitude towards, understanding of, and professional practice in relation to homework but also those of many students who followed him in the School of Education at NUI Galway. Collaborative practitioner research forms an integral part of all initial teacher education programmes at NUI Galway allowing student teachers and their supervisors to co-create practical research studies that are 'in tune with their teaching contexts, needs and capacities' (Eberhardt & Heinz, 2016;.

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Section: Discussionmentioning

confidence: 99%

Differentiated homework: Impact on student engagement

Keane

Heinz

2019

JPR

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“…al, 1997;Monroe, Gali, Swope & Perreira, 2007;Ostorga & Lopez, 2009;Moore, 1999a;Rock & Levin, 2002). Despite these findings, teacher research has not been a standard curriculum component of most teacher preparation programs.…”

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confidence: 99%

“…NORTHWEST PASSAGE,9(2) 2001; Kosnick, 2000;McEwan, Field, Kawamoto & Among, 1997;Moore, 1999a;Rock & Levin, 2002). …”

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confidence: 99%

“…• Gained awareness of their students, including knowledge of their students' perspectives and learning needs (Duffield & Townsend, 1999;Kosnick, 2000;Moore, 1999a;Rock & Levin, 2002). …”

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confidence: 99%

“…• Clarified their personal theories of teaching (Baumann & Duffy, 2001;Monroe, Gali, Swope & Perreira, 2007;Moore, 1999a;Ostorga & Lopez, 2009;Rock & Levin, 2002).…”

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confidence: 99%

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