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This paper describes a graduate administrator-preparation program at Oakland University in Rochester, Michigan that is based on collaborative action research. Fifteen graduates from four cohort groups participated in a study of the program. Data were collected through individual interviews and analysis of students' reflective papers, critical incident reports, and audiotapes of seminars. Students reported that the program: (1) transformed them from receivers of research to creators of new knowledge, action, and change; (2) enhanced their commitment to act as change agents in schools; (3) deepened their commitment to collaboration; (4) deepened their understanding of the complexities of the change process; (5) enhanced their confidence; (6) increased their awareness of the power of reflection; and (7) created an expressive, permissive learning environment. Collaboration, risk taking, knowledge, and understanding were linked; theory guided practice; and action served as a basis for reflection and heightened awareness. Findings suggest that collaborative action research can transform the graduate-preparation experience and help to prepare educational administrators who will draw on their own experiences to create dynamic, vibrant future learning communities. (LMI)

Descriptors: Action Research, Administrator Education, Collegiality, Elementary Secondary Education, Graduate Students, Graduate Study, Higher Education, Leadership Training, Participatory Research, Theory Practice Relationship











Autor: Geltner, Beverley B.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10598&id=ED363971



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