Using Action Research to Transform a Traditional Reading Practicum

Michelle Kelley, Taylar Wenzel, Karri Williams, Marni Kay

OAI: oai:igi-global.com:290754 • DOI: 10.4018/978-1-7998-8725-6.ch003

This chapter describes how faculty from the University of Central Florida collaboratively worked to transform an undergraduate reading practicum course utilizing action research and case study methodology. Seeking to develop preservice educators as teacher researchers, the reading faculty responded by developing and implementing the Action Research Case Study Project. This semester-long project required faculty to redesign the course to reflect this emphasis. This chapter includes the modifications made to the course content, the creation of rubrics for evaluating the project, and feedback mechanisms employed to facilitate student success. The project has been implemented for two semesters; various data sources are shared to document the effectiveness of the project including faculty input, survey data, student work examples, and student reflections.

Teacher Education Education Teacher Education Media and Communications