Abstract
This article explores the transformation of traditional comprehensive exams in a graduate master's program into real-world action research projects at a Midwest public university. It highlights the limitations of exams in translating theory into practice and introduces action research as a solution, aligning with recent trends in teacher action research. The article details the structure of the action research course and provides preliminary data on its outcomes, showcasing increased teacher confidence, impactful interventions, and successful academic journal publications. Ultimately, this innovative approach bridges the theory-practice gap, fosters professional growth, and positively impacts both graduate students and their classrooms, offering a practical alternative to traditional exams.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
