AEL Volume 38 Issue 4 November 2016
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23 Nov 2016 10:31 am
As you say, such reflective practice is a key driver to enhancing student engagement and improving student outcomes. It also models and values a skill we desire in our students, an ability to reflect and adapt in relation to a learning goal.
01 Dec 2016 09:15 am
You mention that action research is perhaps one of the most under-utilised processes available to teachers and I think the reason for this may be that there are a number of other classroom observation processes that can do a similar job, without consuming as much time. Instructional Rounds, for example, is an intensive process of observation, analysis and action planning that can be conducted in large groups (providing a diverse range of experiences and perspectives) in a single day. I am wondering where the value lies in action research if similar goals can be achieved through other means.

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