eCite Digital Repository

Long-term outcomes of educational action research projects

Citation

Kember, D, Long-term outcomes of educational action research projects, Educational Action Research, 10, (1) pp. 83-104. ISSN 0965-0792 (2002) [Refereed Article]

Copyright Statement

Copyright 2002 Taylor & Francis

DOI: doi:10.1080/09650790200200174

Abstract

The outcomes of action research are examined through the 90 projects supported by the Action Learning Project. This was an initiative that aimed for quality enhancement of teaching and learning through supporting academics to engage in action research projects addressing some aspect of courses they taught. The evaluation of the individual projects indicated that almost all were successful in introducing the promised reform or innovation and of impacting for the better upon the learning of students enrolled in the target courses. There were also longer-term outcomes associated with engaging in the process of action research. The large majority of the participants felt that they perceived the following longer-term benefits: a lasting improvement to their teaching; a knowledge of how to conduct action research; development of their capacity to monitor and reflect upon their own teaching; and better teamwork skills. About half the participants felt they had also had some impact upon others in their departments. Overall, these longer-term outcomes indicate that action research by teachers is a highly cost-effective means of enhancing the quality of teaching and learning.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Learning Sciences
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
UTAS Author:Kember, D (Professor David Kember)
ID Code:129988
Year Published:2002
Deposited By:Education
Deposited On:2019-01-03
Last Modified:2019-03-14
Downloads:0

Repository Staff Only: item control page