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Action Research in Professional Development Schools: Does it Make a Difference?
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Action Research in Professional Development Schools: Does it Make a Difference?
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Journal Article
Action Research in Professional Development Schools: Does it Make a Difference?
2017
Overview
This study focuses on teacher inquiry (including action research and inquiry groups) in the context of professional development schools (PDS). The purpose of this study was to examine the role of teacher inquiry in professional development schools and to compare the experiences of PDS teachers, teacher candidates in PDS sites and non-PDS teachers. Surveys, consisting of both qualitative and quantitative questions, were distributed to 147 respondents, including teachers in professional development schools (PDS) (n=54), teachers in non-PDS sites (n= 56) and PDS preservice teacher candidates (n=37). To further examine the results of this survey, indepth interviews were conducted with teachers who had experienced teacher inquiry in both PDS sites and non-PDS sites. The results show that PDS teachers and teacher candidates in PDSs experience action research and inquiry groups in similar ways. There were not significant differences in their answers. There were two areas that did yield interesting results for PDS research. PDS teachers experienced more support from their principals as they conducted action research and inquiry groups and non-PDS teachers were more likely to seek promotions and leadership opportunities, both within and outside of their schools.
