Action Research and Self-Study by Supervisors, Cooperating Teachers, and School Principals Working with Interns in School-University Partnerships [electronic resource] / Sharon Nodie Oja.
his paper describes the validity and value of self-study and action research by a cooperating teacher, supervisors, and a principal who were involved in a school-university partnership at the University of New Hampshire. The self-study and action research projects were completed by participants enro...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2003.
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MARC
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| 100 | 1 | |a Oja, Sharon Nodie. |0 http://id.loc.gov/authorities/names/n85194268 |1 http://isni.org/isni/0000000083469832. | |
| 245 | 1 | 0 | |a Action Research and Self-Study by Supervisors, Cooperating Teachers, and School Principals Working with Interns in School-University Partnerships |h [electronic resource] / |c Sharon Nodie Oja. |
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| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). |5 ericd. | ||
| 520 | |a his paper describes the validity and value of self-study and action research by a cooperating teacher, supervisors, and a principal who were involved in a school-university partnership at the University of New Hampshire. The self-study and action research projects were completed by participants enrolled in a course, "Developmental Perspectives on Adulthood." Projects focused attention on linkages between adult development theory and supervision. The paper describes key ideas from each research project, focusing on (1) self-study research: a principal's perspective on collaborative supervision and teacher and school development; a teacher's inquiry into her own self-directed development and experiences in collaborative supervision; teacher development (a close look at secondary school interns); and developing an awareness of complex issues and skills for successful teaching; and (2) action research: teacher development steps for preservice exploring teachers; investigating interns' needs for structure and flexibility; and supporting the teacher as learner. The paper considers questions that can be asked about the emphasis in these projects on developmental theory and discusses attributes of the action research and self-study research that made the research valuable and valid for collaborative supervision in school-university partnerships (Contains 27 references.) (SM) | ||
| 650 | 1 | 7 | |a Action Research. |2 ericd. |
| 650 | 1 | 7 | |a College School Cooperation. |2 ericd. |
| 650 | 0 | 7 | |a Cooperating Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Faculty Development. |2 ericd. |
| 650 | 0 | 7 | |a Graduate Study. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Internship Programs. |2 ericd. |
| 650 | 1 | 7 | |a Partnerships in Education. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Principals. |2 ericd. |
| 650 | 1 | 7 | |a Self Evaluation (Individuals) |2 ericd. |
| 650 | 0 | 7 | |a Student Teacher Supervisors. |2 ericd. |
| 650 | 0 | 7 | |a Student Teachers. |2 ericd. |
| 650 | 1 | 7 | |a Supervision. |2 ericd. |
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