Action Research Supporting Students' Oral Language in Northern Canadian Schools: A Professional Development Initiative

Autor/in	Peterson, Shelley Stagg
Titel	Action Research Supporting Students' Oral Language in Northern Canadian Schools: A Professional Development Initiative
Quelle	In: Journal of Research in Rural Education, 27 (2012) 10, (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Action Research; Teaching Methods; Foreign Countries; Language Acquisition; Oral Language; Coaching (Performance); Rural Schools; Interviews; Observation; Elementary School Teachers; Teacher Attitudes; Faculty Development; School Districts; Geographic Location; Literacy Education; American Indians; Canada + Suchen Sie Ihr Suchwort? Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Sprachaneignung; Spracherwerb; Oral interpretation; Mündlicher Sprachgebrauch; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Interviewing; Interviewtechnik; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; School district; Schulbezirk; American Indian; Indianer; Kanada
Abstract	Interview, document, and observational data were used to examine grade K-2 teachers' and literacy coaches' perceptions of the benefits and challenges of collaborative action research as a professional development initiative in rural schools. Eleven teachers and five literacy coaches in five northern Ontario school districts participated in collaborative action research supported by a university facilitator/researcher. Their goal was to enhance their teaching practices to support K-2 students' oral language development. The collaborative action research approach proved to be a relatively inexpensive and effective professional learning forum for the rural teachers, who had limited opportunities for formal professional development because of geographical distances between individual schools and major urban centers. The time commitment, often a challenge in action research, represented a particular constraint to rural teachers because of their heavy curricular responsibilities. (Contains 2 tables and 1 footnote.) (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10