The approach historically used for professional development for classroom educators (i.e., a 'one-size-fits-all' delivery model, where the emphasis is on 'training' and not on 'learning') is, quite simply, outdated. Even in our 'on-demand' world, where professional development modules can be purchased and viewed online, the individualized professional development needs of teachers are not appropriately or accurately being met.
The editors of JoSoTL have received many inquiries about classroom action research (CAR). What is it?
Why should you consider doing it? How do you do it? How does it differ from traditional research on
teaching and learning? This essay is an attempt to answer those questions. I will also discuss why CAR is
an excellent expression of the scholarship of teaching and learning, accessible to teachers in all disciplines.
This chapter describes a process for conducting a teacher action research study. The suggestions offered here have emanated from my reading in the action research literature and my personal experiences and engagement in a variety of collaborative teacher action research studies during the past 40 years.
The action research process can help you understand what is happening in your classroom and identify changes that improve teaching and learning. Action research can help answer questions you have about the effectiveness of specific instructional strategies, the performance of specific students, and classroom management techniques.
