Annotated Bibliography of Resources for Educational Reform, Coherent Teaching Practice, and Improved Student Learning
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Sagor, R. (1992). How to conduct collaborative actions research. Alexandria, VA: Association for Supervision and Curriculum Development.
Sagor explains that the isolation of the teacher is the key inhibitor to education improvement and that when teachers are involved in action research, they move out of isolation and into collegial relationships with their fellow teachers. He goes on to say that these new researchers must establish their own focus, but he does provide two guiding principles for the work: (1) the phenomena chosen for study must concern the teaching/learning process, and (2) those phenomena must also be within the practitioner's scope of influence. As teachers move through the process of action research, they will identify issues of worth, create a means of data collection, establish a systematic analysis of data, communicate findings to appropriate persons, and establish a plan of action to address the issues.
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