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dc.contributor.authorElliot, Cynthia
dc.date.accessioned2007-06-13T14:23:54Z
dc.date.available2007-06-13T14:23:54Z
dc.date.issued2007-06
dc.identifier.issn1558-7320
dc.identifier.urihttp://hdl.handle.net/1951/41487
dc.description.abstractAn overview from a longitudinal ethnographic study illustrates the transformative nature that action research played in the lives of the teachers and the children they taught to read and write. Teacher vignettes from action research reports provide trend data that describe the transformative nature of action research as job-embedded professional development and the impact derived from this form of learning. The data document how teachers were empowered to produce unprecedented gains in student achievement, through the context of learning in their own classrooms, by greater depth of content knowledge, and by new insights into results-based instructional practices. Teacher engagement with action research resulted in authentic learning that transformed teaching and improved student achievement.en
dc.format.extent60130 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.relation.ispartofseriesJournal of Authentic Learningen
dc.relation.ispartofseriesvol. 4, no. 1en
dc.subjectaction researchen
dc.subjectteacher successen
dc.subjectstudent achievementen
dc.subjectprofessional developmenten
dc.subjectinstitutional practicesen
dc.titleAction Research: Authentic Learning Transforms Student and Teacher Successen
dc.typeArticleen


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