In this episode of Abstract we spoke with three awesome teachers who are conducting action research in their classrooms. We discussed the purposes for conducting action research, who benefits from it, and how to do it. Listeners will learn what can happen when teachers become researchers. Check out more about the MERC Action Research Initiative here, including profiles and interviews our teachers acting as researchers in their classrooms!
FEATURED IN THIS EPISODE
This episode featured the perspectives of three of the teachers from cohort six participating in the MERC Action Research Initiative, as well as the two co-facilitators of the program.
Margaret Kielty, Kindergarten Teacher, G.H. Reid Elementary School – Richmond Public Schools
Marivic Mitchell, Physical Science Teacher, George H. Moody Middle School – Henrico County Public Schools
Liza Collins, Math Teacher, Clover Hill High School – Chesterfield County Public Schools
Jenny Smith, Reading Teacher and Program Co-Facilitator, Quioccasin Middle School – Henrico County Public Schools
Jesse Senechal, Interim Director of Metropolitan Educational Research Consortium and Program Co-Facilitator
David Naff, Host and PhD Student, Educational Psychology at Virginia Commonwealth University
Got a lot on your plate? How about jumping straight to the part of the episode that interests you the most?
Chapter 1: Introduction
Chapter 2: What is action research?
Chapter 3: What is the background on the MERC Action Research Initiative?
Chapter 4: How does this program work?
Chapter 5: How did you get involved with action research?
Chapter 6: How has your experience been with action research?
Chapter 7: What are the challenges of doing action research work in the schools?
Chapter 8: What have you learned through your action research projects?
Chapter 9: What kind of impacts have you seen at your school from this program?
Chapter 10: How does this compare to other professional development?
Chapter 11: What advice do you have for other potential action researchers?
Chapter 12: Closing statements