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Article

Herbert Altrichter, Stephen Kemmis, Robin McTaggart and Ortrun Zuber‐Skerritt

Action research has been recognised for its breadth as a field of research practice and its depth as a discourse of theoretical insight. It does not have one neat, widely…

Abstract

Action research has been recognised for its breadth as a field of research practice and its depth as a discourse of theoretical insight. It does not have one neat, widely accepted definition. Points to some reasons for the difficulty of formulating a generally accepted definition of action research, and argues why action research should not be confined but should be both clarified for communication and open for development. The discussion stems from a working definition developed with participants in an international symposium that serves as a classic definition of action research. Presents several alternative approaches to resolution and argues for a judicious mix of pragmatism and flexibility in approaching the definition issue.

Details

The Learning Organization, vol. 9 no. 3
Type: Research Article
ISSN: 0969-6474

Keywords

Content available
Article

Hubert Gruber

The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for…

Abstract

Purpose

The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching and learning in higher education, especially for primary and secondary teacher education students.

Design/methodology/approach

For the first time under the topic “Lesson Study: Music in Dialogue,” corresponding study programs were prepared at the University College of Teacher Education, Lower Austria. The data material from which answers to research questions can be generated are the “Didactic Design Pattern” and classical research lesson planning, observation and discussion instruments. Moreover, discussion protocols of the reflection meetings offered insights the participants gained through sharing their experience of a series of lesson study cycles including focussed collaboration between mentors, teachers, teacher education students and primary school pupils.

Findings

Within the lesson study groups, the space for cooperation and dialogue widened considerably and the interest in the work and expertise of each other increased. Based on the principles of a “community of practice,” this study shows the positive effects of professional collaboration on primary and secondary teacher education students and a lasting impact on their pupils’ learning. Thereby, the dialogical principle was found to play a central and important role. In connection with music- and art-related processes, previous limitations in teaching and learning with music can be exceeded for pupils, teacher education students and teachers.

Research limitations/implications

This study, therefore, provides new insights into questions of organization and implementation, as well as scientific and didactic support in professional learning communities.

Originality/value

So far, there has been little practitioner research through lesson study in the field of music education. In particular, lesson study enhancing the cooperation between music education and other subject areas through dialogical-integrative work has brought about knowledge and insights of great importance for the further development of an appropriate didactic approach in dialogic music education.

Details

International Journal for Lesson and Learning Studies, vol. 8 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

Abstract

Details

International Journal of Educational Management, vol. 29 no. 6
Type: Research Article
ISSN: 0951-354X

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Book part

Barica Marentič Požarnik and Barbara Šteh

In this chapter, the story of professional development of Barica Marentič Požarnik (Professor Emerita, University of Ljubljana, Slovenia) is shared in an interview…

Abstract

In this chapter, the story of professional development of Barica Marentič Požarnik (Professor Emerita, University of Ljubljana, Slovenia) is shared in an interview conducted by Barbara Šteh. Central to the story is the impact of her participation in ISATT together with other influences (organisations, projects, conferences, individual contacts) on her professional activities and beliefs. Through the telling, the Slovenian context, particularly in the areas of initial teacher education, continuous professional development, curricular reform and research practice, becomes visible. At the end, some remaining issues are revealed.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

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Article

Katharina Maag Merki

In school improvement studies, randomized experiments are rare. A special problem is the assignment to the experimental and control groups, taking into account the…

Abstract

Purpose

In school improvement studies, randomized experiments are rare. A special problem is the assignment to the experimental and control groups, taking into account the different starting conditions at the schools in terms of school improvement competencies. The purpose of this paper is to take the example of an intervention study conducted in Baden-Württemberg, Germany, the extent to which the challenges involved with a quasi-experimental design were addressed is examined.

Design/methodology/approach

The intervention study was conducted with 54 math teachers (experimental group: n=29; control group: n=25) and their grade 7 and 8 classes (n=1,054) at 13 secondary schools. It aimed to increase teacher cooperation on teaching for promotion of students’ self-regulated learning. T-tests, Mann-Whitney tests, ANOVA, multilevel regression analyses were conducted.

Findings

At the beginning of the intervention, the teachers in the two groups did not differ significantly in prior cooperation on teaching processes and in attitudes toward cooperation. However, they differed in prior cooperation on school framework conditions and teaching processes. The intervention was effective in increasing teachers’ cooperation intensity on instruction, and teachers’ attitude toward binding cooperation. However, teaching processes did not change depending on experimental or control group.

Research limitations/implications

Teacher cooperation practice was assessed only by teachers’ self-report. No indicators on the quality of the cooperation among teachers were included.

Practical implications

The paper discusses the challenges and limitations of conducting intervention studies on school improvement. Implications for further research are given.

Originality/value

This paper fulfils an identified need to study how quasi-experimental designs can be implemented in intervention studies on school improvement.

Details

Journal of Educational Administration, vol. 52 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

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