Changing Teaching and Learning Relationships through Collaborative Action Research: Learning to Ask Different Questions

Autor/inn/en	Harrington, Paula; Gillam, Katy; Andrews, Jane; Day, Christopher
Titel	Changing Teaching and Learning Relationships through Collaborative Action Research: Learning to Ask Different Questions
Quelle	In: Teacher Development, 10 (2006) 1, S.73-86 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Action Research; Learning Strategies; Teacher Researchers; Self Evaluation (Individuals); Classroom Research; Classroom Techniques; Formative Evaluation; Questionnaires; Interviews; Classroom Observation Techniques; Inquiry; Teaching Methods; Teacher Collaboration; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Projektforschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrerforschung; Klassenführung; Fragebogen; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Ausland; Großbritannien
Abstract	The article reports work over one year by three teachers from the Milton Keynes Primary Schools Learning Network. Their collaborative classroom-focused action research investigated the limits and possibilities of pupils' and teachers' learning through self-evaluation. In phase one the teacher researchers used questionnaires, interviews and observations of pupils in first, middle and combined schools to assess their responses to writing. These responses resulted in new understandings of the ways in which pupils learned, and formed an evidence base for the development and implementation of new teaching and learning strategies. In phase two the teachers carried out research in each other's schools, in order to evaluate the effectiveness of these strategies from the pupils' perspectives. Initial results suggest improved pupil motivation, confidence and self-knowledge and a greater use of evidence-based strategies by teachers. The article provides an example of sustained cross-school action research which promotes teacher and pupil learning; and demonstrates how listening to pupils' voices changed teachers and learners, and teaching and learning relationships in the classroom. (Contains 3 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10