Action Research to Study Classroom Impact: Is It Possible?

Autor/in	Halai, Anjum
Titel	Action Research to Study Classroom Impact: Is It Possible?
Quelle	In: Educational Action Research, 12 (2004) 4, S.515-534 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
Schlagwörter	Action Research; Program Effectiveness; Foreign Countries; Teaching Methods; Inservice Teacher Education; Teacher Effectiveness; Instructional Effectiveness; Instructional Improvement; Achievement Rating; Achievement Gains; Evaluation Methods; Classroom Environment; Program Descriptions; Predictor Variables; Educational Strategies; Pakistan; Pakistan (Karachi) + Suchen Sie Ihr Suchwort? Projektforschung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Unterrichtsqualität; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Achievement gain; Leistungssteigerung; Klassenklima; Unterrichtsklima; Prädiktor; Lehrstrategie
Abstract	In recent years, a discourse is emerging in education that emphasises the study of the impact of in-service teacher education on student outcomes (more often than not student outcomes are seen in the form of test scores of academic achievement). Implicit in this discourse is the view that the impact of in-service teacher education is directly observable on students' outcomes, suggesting that the variables in a school or classroom are connected in some kind of a causal link. However, it is problematic to view variables in a social setting such as a school or a classroom as being in causal relationships because social settings are complex so that it is not possible to control the variables or the outcomes. Hence, one cannot convincingly study the outcomes without also studying the process and its complexity. In this article, I describe an action research study undertaken to study the impact in the classroom, of new teaching strategies introduced as part of an in-service teacher education programme in Karachi, Pakistan. By describing this study I mean to suggest that action research is an appropriate methodology to study the impact of in-service teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10