Action Research As A Tool For Preparing Specialists To Use Strategic Interventions in Educational Partnerships

Abstract

In this article we describe a field-based teacher education project that used action research preparing teacher candidates to use learning strategies during educational partnerships with classroom teachers. Action research is described as linking theory with practice in teacher education. This article is the product of a teacher candidate working with a faculty advisor in reviewing the professional literature on metacognitive, process-oriented writing strategies and then applying the theoretically-based intervention in an authentic setting. The project also was designed to provide the teacher candidate with the experience of establishing educational partnerships in the form of team-teaching with a mainstream teacher. We also provide a background and overview of the PLEASE strategy for written expression. Following the overview, the results of a clinical investigation designed to assess the efficacy of the PLEASE strategy for written expression in a mainstream setting are reported. Results of the clinical investigation suggest the PLEASE strategy can be effectively implemented in mainstream 9th grade classrooms to improve the paragraph composition of students with and without learning disabilities. The results of the project suggest that action research is a viable mechanism for preparing special educators to work collaboratively with general education teachers and students in mainstream settings.