Promoting Action Research and Problem Solving among Teacher Candidates: One Elementary School's Journey

Green, Susan K.; Brown, Matt

doi:10.1080/01626620.2006.10463400

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…Qualitative responses in a study by Green and Brown (2006) indicate the importance of systematic documentation with data in graphic or numerical form to guide instructional decision making. Through the process of designing and implementing action research, teacher candidates grew to realize that "collecting data" did not necessarily mean a paper/pencil test with a percentage score, but could be a rubric level or items on a checklist.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Examining Teacher Candidate Use of Data-Based Formative Assessment for Instructional Decision-Making

Johnson¹,

Green²

2009

J Multidiscip Eval

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Using accounts of critical events, this study examines teacher candidate decisions to modify instruction in response to ongoing classroom interaction and assessment during student teaching. Instructional changes made by candidates who reported incidents in which students had difficulty with learning goals were explored across two years. Analysis of decision making suggested that candidates during the first year lacked variation in instructional interventions and continued presenting content to students through previously used teaching strategies and materials. In the second year, candidates improved their instructional interventions, but had difficulty using objective data to describe outcomes resulting from changes made. The discussion examines changes made to teacher education curriculum after study year one to prompt teacher candidate recognition of and accommodation for diverse student needs when making instruction and assessment decisions. The use of data in reflective practice is argued as a continued need for teacher candidate development.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Examining Teacher Candidate Use of Data-Based Formative Assessment for Instructional Decision-Making

Johnson¹,

Green²

2009

J Multidiscip Eval

View full text Add to dashboard Cite

show abstract

Social identity and parallel text dynamics in the reporting of educational action research

Wharton

2007

English for Specific Purposes

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Impact of an Action Research Instructional Model: Student Teachers as Reflective Thinkers

Ostorga¹,

Estrada²

2009

Action in Teacher Education

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Promoting Action Research and Problem Solving among Teacher Candidates: One Elementary School's Journey

Cited by 3 publications

References 10 publications

Examining Teacher Candidate Use of Data-Based Formative Assessment for Instructional Decision-Making

Examining Teacher Candidate Use of Data-Based Formative Assessment for Instructional Decision-Making

Social identity and parallel text dynamics in the reporting of educational action research

Impact of an Action Research Instructional Model: Student Teachers as Reflective Thinkers

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