Document Type

Article

Original Publication Date

2021

Journal/Book/Conference Title

Action in Teacher Education

Volume

43

Issue

4

First Page

411

Last Page

429

DOI

doi.org/10.1080/01626620.2021.1896395

Comments

Please note that per open access publishing requirements, this is the author's accepted version of the manuscript.

Date of Submission

January 2023

Abstract

Teacher action research has been shown to both promote professional growth in teachers as well as produce gains for students. However, to date, little research has examined how action research might contribute to systemic changes in schools and school districts. This qualitative study of six teachers from various districts, subject areas, and grade levels, illustrates how action research can have simultaneous impacts on teachers, their students, and their schools and districts. The teacher action research projects all focused on culturally relevant education and the pursuit of equity. Impacts included teachers’ deepened understandings of equity and inclusivity; students’ diversity awareness, positive self-identities, and access to wider opportunities; and schools’ adoption of equity-focused strategies. The findings suggest that action research on culturally relevant education serves not only as a powerful form of professional development but also as a means to potentially transform schools.

Rights

Taylor & Francis Online

Recommended Citation

Parkhouse, H., Gorlewski, J., Senechal, J., & Lu, C. Y. (2021). Ripple effects: How teacher action research on culturally relevant education can promote systemic change. Action in Teacher Education, 43(4), 411-429. Doi: https://doi.org/10.1080/01626620.2021.1896395

Is Part Of

VCU Dept. of Teaching and Learning Publications

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