The Challenges and Possibilities of Youth Participatory Action Research for Teachers and Students in Public School Classrooms

IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH
Chris Buttimer
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引用次数: 4

Abstract

Author(s): Buttimer, Christopher John | Abstract: This study explores the challenges and successes that two public school teachers experienced while implementing youth participatory action research (YPAR) with their students in core academic classrooms. Most academic studies of YPAR have focused on university-based researchers implementing YPAR with youth outside school settings or in special courses inside schools such as electives. Hence, the findings of existing research may not adequately predict the experiences of teachers implementing YPAR within the constraints and requirements of core academic classrooms. Using action research and ethnographic approaches including interviews, field notes, teaching artifacts from classroom observations, and reflective conversations with teachers, I found that the two teachers successfully implemented the epistemological tenets of YPAR in many ways and achieved positive outcomes. However, they were also stymied by structural issues common to core academic classrooms, such as required curricula, standardized testing, and large class sizes.
公立学校课堂师生青年参与行动研究的挑战与可能性
摘要:本研究探讨了两位公立学校教师在核心学术课堂上与学生实施青年参与行动研究(YPAR)时所遇到的挑战和成功。大多数关于YPAR的学术研究都集中在以大学为基础的研究人员身上,这些研究人员在校外或在学校的特殊课程(如选修课)中对青少年实施YPAR。因此,现有研究的结果可能无法充分预测教师在核心学术课堂的约束和要求下实施YPAR的经验。通过行动研究和民族志方法,包括访谈、实地记录、课堂观察中的教学文物以及与教师的反思性对话,我发现两位教师在许多方面成功地实施了YPAR的认识论原则,并取得了积极的成果。然而,他们也受到核心学术课堂常见的结构性问题的阻碍,比如必修课程、标准化考试和大班授课。
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来源期刊
Berkeley Review of Education
Berkeley Review of Education EDUCATION & EDUCATIONAL RESEARCH-
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