Institutionalizing Action Research in the Puget Sound Educational Consortium Member Districts [microform] / Carol Reed and Richard C. Williams.
The Puget Sound Educational Consortium (PESC) is a partnership of 11 school districts in the Puget Sound, Washington, area and the College of Education at the University of Washington. The partnership is based on the following assumptions: a belief in the school as a primary unit of change; a commit...
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| Format: | Microfilm Book |
| Language: | English |
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1993.
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| 100 | 1 | |a Reed, Carol. |0 http://id.loc.gov/authorities/names/n92098506. | |
| 245 | 1 | 0 | |a Institutionalizing Action Research in the Puget Sound Educational Consortium Member Districts |h [microform] / |c Carol Reed and Richard C. Williams. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1993. | ||
| 300 | |a 10 pages. | ||
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| 337 | |a microform |b h |2 rdamedia. | ||
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| 500 | |a ERIC Document Number: ED361872. | ||
| 520 | |a The Puget Sound Educational Consortium (PESC) is a partnership of 11 school districts in the Puget Sound, Washington, area and the College of Education at the University of Washington. The partnership is based on the following assumptions: a belief in the school as a primary unit of change; a commitment to political inquiry; the development of research questions from the real context of teaching and learning; and cooperation and collaboration among overlapping institutional interests to effect genuine educational reform and renewal. This paper describes three separate, but overlapping phases of PSEC's action research program--initiation, implementation, and institutionalization. Findings indicate that although each district touts the importance of teacher involvement in assessment practices, action research remains an add-on activity. Two main barriers to institutionalization are identified--the fact that school districts are not cultures of inquiry, and the separation between the needs and interests of classroom teachers and district administrators. In conclusion, an effective program to disseminate action research is composed of teacher responsibility for developing and nurturing the action-research program; district administrative responsibility for general oversight; and consortium provision of training, a communications network, and evaluation. (LMI) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 20490101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 1 | 7 | |a Action Research. |2 ericd. |
| 650 | 1 | 7 | |a College School Cooperation. |2 ericd. |
| 650 | 1 | 7 | |a Educational Cooperation. |2 ericd. |
| 650 | 0 | 7 | |a Educational Research. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 0 | 7 | |a Inservice Education. |2 ericd. |
| 650 | 0 | 7 | |a Partnerships in Education. |2 ericd. |
| 650 | 0 | 7 | |a Program Development. |2 ericd. |
| 650 | 0 | 7 | |a Program Implementation. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Education. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Participation. |2 ericd. |
| 700 | 1 | |a Williams, Richard C. |0 http://id.loc.gov/authorities/names/n82079919. | |
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