Abstract
This study was conducted at a Central Texas private school that offers a full curriculum exclusively for students with dyslexia. A supervisor facilitated fifty members of the school’s teaching faculty as they engaged in voluntary, long-term action research at the individual and team levels to address authentic problems of practice. The study examined the types of inquiry undertaken by the teachers as well as their perceptions of the supervisory support for, impact of, and ways to improve action research at their school. The authors conclude that the supervisor facilitating action research needs to provide ongoing support to teachers engaged in the research, while emphasizing the need for a systematic approach, data-based decision making, continuous cycles of reflection and action, and collegial dialogue among teachers.
Sign-in/Register to access full text options 
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 callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
