A Look at Ineffective and Effective Professional Development:Moving Toward Action Research

Jeanne Dyches Bissonnette, Katie Caprino

Abstract


Professional development is one of the most pressing and challenging issues in education today. Action research, which asks individual teachers to focus on a particular issue in their classrooms as means to improve instructional practice (James, Milenkiewicz & Bucknam, 2008), responds to the criticism of fragmented, decontextualized professional development because it provides a learning space in which teachers can learn about their students as well as their own teaching practices. Action research wields the power to bridge the gap between theory and practice, empower teachers, and impact student learning.


Keywords


professional development, action research

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The Mid-Atlantic Education Review is a publication of the Graduate School of Education at Rutgers, The State University of New Jersey.