Gespeichert in:
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2006
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| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=EJ965632 |
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Inhaltsangabe:
- A Study of a Three-Dimensional Action Research Training Model for School Library Programs Gordon, Carol Action Research Educational Research Research Projects School Libraries Librarians Library Instruction Training Researchers Mentors Research Design Librarian Attitudes Role Librarian Teacher Cooperation This is a detailed review of an in-depth action research training model and an investigation of how that model, supported through virtual and personal guidance from an academic researcher, served to impact the instructional practice of a small sample of school library media specialists (SLMSs). The researcher operates in the third dimension, simultaneously collecting data and mentoring SLMSs who function in the first dimension as designers and implementers of authentic learning tasks (ALTs) and assessments, and in the second dimension as Practitioner Researchers (PRs) who develop and implement their own action research projects. As the Mentor Researcher (MR) guides SLMSs through formulating research questions, outlining proposals, constructing theoretical frameworks, collecting and analyzing data, and presenting findings, she explores how the elements of the three-dimensional model are working. The researcher collects data from e-mail transactions and telephone conversations, as well as from interviews and meetings during on-site visits. Content analysis of the PR's documentation of their teaching units and journals provided data for triangulation. Findings indicate that the three-dimensional model of action research can elevate the quality of action research to that of formal academic research. PRs engage in formal research that models methods for students and collaborating teachers. Interactions between SLMSs and teachers reveal underlying tensions of collaboration. The action research had a positive effect on the practice of SLMSs who developed ownership and confidence in the collaboration process as well as perception of themselves as leaders. (Contains 7 tables and 17 figures.)