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Education Research International
Volume 2012 (2012), Article ID 389736, 11 pages
http://dx.doi.org/10.1155/2012/389736
Research Article

Action Research in Action: From University to School Classrooms

1National Louis University, Chicago, IL 60603, USA
2Department of Educational Foundations, Technology & Inquiry, National Louis University, 122 S. Michigan Avenue, Chicago, IL 60603, USA

Received 5 March 2012; Accepted 15 May 2012

Academic Editor: Gwo-Jen Hwang

Copyright © 2012 Maja Miskovic et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This multiyear mixed-method study was conducted to understand (a) the perceptions of the preservice and in-service teachers regarding the significance of action research in their teaching career and (b) how teachers draw on skills developed in the research courses as they initiate a reflective inquiry and conduct research in their own classrooms. Based on 176 surveys, we conclude that research plays an important role in the teachers’ professional life and that teachers desire (a) to have more time to do research, and (b) collaboration with and assistance from colleagues and administrators. Ethnographic data from three participants revealed that each understood research differently, which affected what was unfolding in the classrooms. Implications for teacher research are discussed.