Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i1IEfBI19025; Wed, 18 Feb 2004 09:41:11 -0500 (EST) Date: Wed, 18 Feb 2004 09:41:11 -0500 (EST) Message-Id: <001701c3f62a$6d3ed700$130101c8@workstation1> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: "George Demetrion" <george.demetrion@lvgh.org> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1055] practitioner-based resources X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1158 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 4122 Lines: 105 http://www.learningfrompractice.org/default.htm That link gets you to Learning From Practice Check ouit the first two links in particular for a variety of practitioner-based articles. I'm using one on small group instruction for an in-service we'll be holding in March. George Demetrion ---------------------------------------------------------------------------- --- Learning from Practice is a systematic inquiry conducted by teacher researchers (or program directors, counselors, coordinators or other stakeholders in the teaching/learning environment) to gather information about the ways their program operates, how they teach, and how well their students learn. This information is gathered with the goals of gaining insight, developing reflective practice, and effecting positive changes in the learning environment (and on educational practices in general) that improve student outcomes and the lives of those involved. In Pennsylvania, there are three Learning from Practice models: The Pennsylvania Action Research Network (PAARN) The Pennsylvania Adult Literacy Practitioner Inquiry Network (PALPIN) Agency Research Projects In all three models practitioners meet to discuss and share ideas of procedures and problems in their own practices. Group activities encourage meaningful critique of classroom and program-based needs and challenges as participants build a professional community in which successes, struggles, and new methods of teaching (or directing or counseling, etc) can be shared and discussed. All those engaged in action research and practitioner inquiry are committed to looking critically at what it is they do in their practice and the effects of those actions on their students. It is primarily for the benefit of the adults with whom we work that we learn about and do action research and practitioner inquiry. These methods can also be a guide for the individual professional development of these practitioners. That is, it is about practitioners as learners in their classrooms and of their practice. The research is built around a question coming out of the practitioners own practice. It is a planned, systematic and documented process designed to assist in developing problem-posing and problem-solving skills. It is based upon data collection and reflection and concludes with an analysis of outcomes. Data collection involves practitioners in an activity that seeks to answer the question, "What is going on here?" Several fieldwork strategies are encouraged for increasing the practitioner's understanding of what is happening in the classroom and/ or program: 1) experiencing through direct observation 2) inquiring by asking questions through interviews, questionnaires, standardized tests, etc. 3) examining and using records such as journals, maps, attendance records, edata, field notes, etc. Whatever data sources are chosen, consideration should be given to using the kind of data that occurs naturally and is regularly collected by teachers and administrators. The purpose is to collect data that increases the understanding of the problem or intervention under investigation. Once collected, there are various techniques to consider in analyzing the data. Practitioners should look at: identifying themes and patterns developing concept maps categorizing information coding surveys and questionnaires asking the all important questions-who, what, where, when, why, and how Data interpretation is an attempt by the practitioner researcher to find meaning in the data and to answer the question "So what?" In other words, data interpretation focuses on the implications or meaning of the findings (analysis) of the research project and how this information can impact both the local program and the field in general. For more specific information about each Learning from Practice model, please click on the appropriate tab on the left hand menu. For more information or questions concerning Learning From Practice, please contact: Dr. Richard Gacka Northwest Professional Development Center (814)878-2005 or Debbie Hrach (814)878-2015
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