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Action Research: Authentic Learning Transforms Student and Teacher Success

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dc.contributor.author Elliot, Cynthia
dc.date.accessioned 2007-06-13T14:23:54Z
dc.date.available 2007-06-13T14:23:54Z
dc.date.issued 2007-06
dc.identifier.issn 1558-7320
dc.identifier.uri http://hdl.handle.net/1951/41487
dc.description.abstract An 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.extent 60130 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.relation.ispartofseries Journal of Authentic Learning en
dc.relation.ispartofseries vol. 4, no. 1 en
dc.subject action research en
dc.subject teacher success en
dc.subject student achievement en
dc.subject professional development en
dc.subject institutional practices en
dc.title Action Research: Authentic Learning Transforms Student and Teacher Success en
dc.type Article en


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