Abstract

This paper examines the nature of classroom-based, teacher-led action research in schools. The process of action research is described, along with its potential applications and benefits—including, but not limited to, the empowerment of teachers and staff, and the support structure for a program of customizable professional development for educators. One school’s venture into school wide action research is presented and discussed, largely from the perspective of the building administrator. Both challenges and the successes are openly discussed. Finally, the authors make a case for the widespread and large-scale benefits associated with the implementation of an action research initiative in schools and districts.

Recommended Citation

Mertler, Craig and Hartley, Adam (2017) "Classroom-Based, Teacher-Led Action Research as a Process for Enhancing Teaching and Learning," Journal of Educational Leadership in Action: Vol. 4: Iss. 2, Article 3.
DOI: https://doi.org/10.62608/2164-1102.1056
Available at: https://digitalcommons.lindenwood.edu/ela/vol4/iss2/3