Participant testimonies:
Reflections on practitioner research as staff development
Pat Bowyer -1998-1999 Virginia Adult Education Research
Network
"When I first heard about the research project, it sounded
interesting but then it slipped off my radar screen, because I had
plenty to keep me busy: I was in the middle of earning my master's
degree in adult education, teaching and creating a curriculum for a
new program for refugees, and coordinating and teaching in a family
literacy program. But, for some reason, I received the flier promoting
the practitioner research program from at least four sources; the
original seed of curiosity kept growing, and before I knew it -I had
applied to be a part of this group.
Participating in the research project was both the most challenging
and most rewarding professional development activity I have taken part
in. Challenging because the project required the small group of
participants to meet for three intense weekends over a period of a few
months. In-between the weekends, we were to each work on our
individual projects. The weekends proved to be very demanding, as we
each had to thrash out our rather vague, nebulous ideas of a research
topic and refine it into a coherent question and plan of action. After
the second meeting, I was sorry I had signed up. The project was too
time consuming, too stressful; I didn't need this at this time of my
life, etc., but I persevered because I had agreed to do it and the
state of Virginia was paying me a stipend to complete it.
Rewarding, because, by the end, I was so glad I had stuck with it. I
had a topic I was very committed to and it was impacting my teaching
in a very positive way. It allowed me to investigate a strategy I was
interested in trying with the group of refugee women I was working in
and it demanded that I follow through on this interest. So often in
the classroom, one has a hunch or intuition about a technique or
strategy that might be worth trying but even if one acts on this idea,
seldom does one keep documents tracking the results. A research
project requires this.
The research network enabled me to investigate a subject related to my
everyday classroom practice and provided the structure and discipline
that I needed to finish the inquiry. I subsequently presented the
results of my research at TESOL and other conferences as part of a
report on our refugee project. Having the data to back my assertions
gave me greater confidence and made for a more substantial report.
Supporting research projects as a method of professional development
would seem to me to be a very valuable means of improving practice."
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Donna Chambers - 1998-1999 Virginia Adult Education Research
Network
"The project that I developed as part of my assignment for the
Research Network resulted in a major policy change for Fairfax County.
Working with Marti Giese, we designed and implemented an "Orientation
to Learning" approach to the adult high school completion program
intake process. The results of the project demonstrated that adult
students appreciated and worked better using the discovery method of
learning while working in the FCPS Learning Centers and staff that
participated was shown practical methodology.
My participation in the Virginia Adult Education Research Network was
one of the most meaningful activities that I have experienced in my
adult education career. Learning to apply the Inquiry Method to my
work as a practitioner was new to me. Learning to ask the simple
questions, "What are we doing?" and "Why are we doing it?" and "What
is going on here?" while using a systematic approach to data
collection and analysis made all the difference in my further work as
a professional.
We were introduced to practitioner research in a way that was intense
and professional. The resulting publication of our work extremely well
put together, and I want to say that I was proud and privileged to
have participated in this work."
Elizabeth Cochran -1999-2000 Virginia Adult Education Research
Network
"In graduate school, I never could really figure out what research
was, what it could possibly be used for, and what it meant to me. I
was particularly mystified by something called the question. I joined
the Research Network in hopes of enlightenment.
Not only was I able to figure out the basics, but I gained valuable
insight into my own particular field and was published, too. Now, I
read others' research projects with much greater appreciation and
comprehension."
Mary Ellen Dreybus - 1999-2000 Virginia Adult Education
Research Network
"The process of "researching my own practice" changed the way I view my
professional skills. I am now able to better separate myself from my
teaching skills in order to learn from research, or workshops, or from
a colleague. By becoming a student again, I have become refocused to
teach with best practices in mind and I am more sensitive to how
research outcomes can be put into my practice. The group experience
was one of shared acknowledgment that we may not be doing what
actually works, so let us find out what's going on in our practice."
MaryAnn Florez - 1999-2000 Virginia Adult Education Research
Network
"Participating in the Research Network was an invaluable experience
for me. As a teacher, I developed new skills and came to new
understandings about my work in the classroom. As a teacher trainer, I
experienced first-hand the power of an on-going, hands-on,
collaborative form of professional development. This has significantly
changed how I plan and implement training for other adult educators."
Wendy Kilpatrick - 1999-2000 Virginia Adult Education Research
Network
"Since 'retreating' in the Research Network I have 'advanced' - I no
longer ask myself if I could teach something. Instead I ask how I
could teach something! I have a part-time position at an elementary
school, and I feel quite successful in my workl, due to what I learned
at the VAERN Retreat."
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Patricia McLaurin - 1999-2000 Virginia Adult Education Research
Network
"Through the research network, I designed and carried out an action
research project in my adult ESL class. Though it's been over two
years since I completed my research, I still use the framework to
evaluate and critically reflect upon problems or issues in my work."
Sam Traverse - 1999-2000 Virginia Adult Education Research
Network
"Some of the positive personal and professional effects that I
experienced as a VAERN participant include, but are not limited to, a
sense of personal accomplishment in having my research project
published, a rich and rewarding experience that allowed me to work
with my colleagues, a learning experience that involved on the job
research, and an opportunity to grow as a professional within my
career field."
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