It ain't easy: Possibilities and challenges of collaborative action research between teachers and researchers
Abstract
This dissertation explores the relationship between a teacher and me as we attempted to conduct collaborative action research as we worked for a year to design, implement, and assess a program of performance-based assessment in a second-grade classroom. Three questions guided this study: (1) How do the “natural” or taken for granted social roles and positionings of teachers and researchers interact, enable, and constrain our work together? (2) How can the development of portfolios be impacted by contextual factors? And (3) based on findings from the first two questions, what can be claimed about the possibilities and constraints that face teachers and researchers engaged in collaborative action research? The teacher and I experienced numerous challenges as well as conflict as we tried to engage in collaborative action research. This conflict tended to center on the amount of available resources, differing knowledge bases and perceptions of the value of knowledge, the intersection of our professional discourses, and the interpersonal relationships we developed.
Degree
Ph.D.
Advisors
Britsch, Purdue University.
Subject Area
Curricula|Teaching
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.