Title

Professional Learning with Action Research in Innovative Middle Schools

Authors

Steven Netcoh, University of VermontFollow
Mark William Olofson, University of VermontFollow
John Matthew Downes, University of VermontFollow
Penny Bishop, University of MaineFollow

Document Type

Article

Publication Title

Middle School Journal

Publication Date

2017

Published Version

Originally published:

Netcoh, S., Olofson, M. W., Downes, J. M., & Bishop, P. A. (2017). Professional learning with action research in innovative middle schools. Middle School Journal, 48(3), 25-33.

Abstract

This article illustrates how action research can be used as a model for professional development with middle grades educators in rapidly changing and technology-intensive schools. Drawing upon ten years of using this model, the authors present three examples of educator action research to highlight five characteristics of effective projects: (1) appropriate scope, (2) a collaborative approach, (3) accountability, (4) various data sources, and (5) a clear link to practice. Action research with these characteristics can help middle grades educators address emergent problems in 21st-century class- rooms and respond to the evolving needs of young adolescents.

DOI

10.1080/00940771.2017.1297665

Recommended Citation

Netcoh, Steven; Olofson, Mark William; Downes, John Matthew; and Bishop, Penny, "Professional Learning with Action Research in Innovative Middle Schools" (2017). Tarrant Institute for Innovative Education Publications. 18.
https://scholarworks.uvm.edu/tiie/18