Exploring the Connections Between Action Research and Teacher Leadership: A Reflection on Teacher-Leader Research for Confronting New Challenges

Rachel Marie Wolkenhauer, Ashley Pennypacker Hill, Nancy Fichtman Dana, Marisa Stukey

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

This reflective article examines the relationship between teachers’ engagement in action research and their ability to lead within their schools. As part of The New Educator’s special issue, “Developing an Inquiry Stance toward Instructional Improvement: Teacher-Leader Action Research,” this article demonstrates the development of an inquiry stance. It shares the story of two practicing teacher leaders within the new and challenging circumstance of adjusting to, and studying, the professional development they provided to help teachers deal with a challenging transition to a radically different school space. This article examines the ways practitioner inquiry supported these teachers to be leaders in the new architectural space designed to promote innovative instruction for twenty-first-century teaching and learning. We posit that coupling teacher leadership and teacher research enables teachers (a) to lead with literature, (b) to lead from data, (c) to lead through sharing, and (d) to lead by example.

Original languageEnglish (US)
Pages (from-to)117-136
Number of pages20
JournalNew Educator
Volume13
Issue number2
DOIs
StatePublished - Apr 3 2017

All Science Journal Classification (ASJC) codes

  • Education
  • Sociology and Political Science

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