Action Research as Primary Vehicle for Inquiry in the Professional Development School by Jeanne L. Tunks — 2011This chapter represents an in-depth study of action research in the PDS with recommendations for future practice and collaboration.
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|This article originally appeared as NSSE Yearbook Vol 110, No. 2.||
- Self-Assessment, Program Evaluation, and Renewal
- Response to Section II: What’s Needed Now: Professional Development Schools and the Professionalization of Teaching
- Professional Development Schools and Student Learning and Achievement
- Impact on Professional Development
- Impact of Professional Development School Preparation on Teacher Candidates
- Response to Section III: What’s Needed Now
- Universities, Schools, and Communities: A New Generation of Professional Development School Roles, Structures, and Governance
- What Do We Know About Accountability and Resources in Professional Development Schools?
- Response to Section IV: What’s Needed Now: Issues of Professional Development School Accountability and Sustainability in Today’s Complex Educational Environment
- Beyond Actions: Psychology of Action Research for Mindful Educational Improvement
- Reframing Professional Learning
- "Proof," Policy, & Practice: Understanding the Role of Evidence in Improving Education
- Mindful L2 Teacher Education: A Sociocultural Perspective on Cultivating Teachers’ Professional Development
- Professional Learning in Action: An Inquiry Approach for Teachers of Literacy
- Professional Development in Relational Learning Communities: Teachers in Connection
- Exploring the Community Impact of Research-Practice Partnerships in Education
- How to Create the Conditions for Learning: Continuous Improvement in Classrooms, Schools, and Districts
- Jeanne Tunks
University of North Texas
JEANNE TUNKS is an associate professor at the University of North
Texas, where she coordinates a professional development school collaborative
with the Denton School District in Denton, Texas. Her research
interests include professional development schools, mathematics education,
arts-based learning, and curriculum and instruction practices.
Recent publications include: Tunks, J., & Neapolitan, J. (2007). A framework
for research on professional development schools. Lanham, MD: University
Press of America; and Tunks, J., & Weller, K. (2009). Changing practice,
changing minds, from arithmetical to algebraic thinking: An application
of the concerns-based adoption model (CBAM). Educational Studies in
Mathematics, 72(2), 161–183.