Teacher Researchers
2010-2011 

Action Research on the Sunnyside 2009-2010
 
Please explore the action research projects of the teachers in our partner distict, Sunnyside Unified School District.
    Classroom inquiry and the concept of the “teacher as researcher” represent a way of viewing and
understanding our own classrooms as places of inquiry and interest. Investigating our teaching
practice and how it influences student achievement places teacher research in the here
and now of the classroom. Additionally, the role of teacher as expert on learning is validated.
 Teacher research, as Susan Lytle often reminds us, is not about doing research,
but about becoming a better teacher.
 

 

The 2010-2011 Online Community

 
The 2010-2011 Online Teacher Research and Inquiry Community began with a five-day summer institute during which teachers were introduced to the concept of teacher and action research. We built  a community of learners who, together, would pursue inquiries in their classrooms that would lead to greater teacher and student learning.
 
Our cohort this year was small but powerful. Two teacher researchers, Wendy Conger and Kathy Murphy, from last year returned along with new teacher researcher, Tracy McHenry. 
 
 The 2010-2011 Teacher Research Community:
Wendy Conger, Spanish Teacher, Agua Caliente Elementary School, Tanque Verde Unified School District
Tracy McHenry, Cholla Magnet High School, Tucson Unified School District
Kathy Murphy, Tanque Verde Elementary School, Tanque Verde Unified School District (pictured)


The 2009-2010 Teacher Research Community:
Wendy Conger, Spanish Teacher, Agua Caliente Elementary School, Tanque Verde Unified School District
Leah Glashow-Mandel, English Teacher, Catalina Foothills High School, Catalina Foothills Unified School District
Jennifer Hunt, English Teacher, Emily Gray Junior High School, Tanque Verde Unified School District
Kathy Murphy, 5th Grade Teacher, Tanque Verde Elementary School, Tanque Verde Unified School District (pictured)
Michael Stock, Science Teacher, Emily Gray Junior High School, Tanque Verde Unified School District
 
Thanks to Jon Nichols, Professional Development and Career Development Programs, Tanque Verde Unified School District, and
Jo Anne Behling, Director, Southern Arizona Writing Project for their support.
 
To explore the inquiries of the teacher researchers in this program, click on the links on the left side of this page. 
 

For more information and teacher/action research resources,

visit the Southern Arizona Writing Project's Online Teacher Research and Inquiry Community Portal 


The Southern Arizona Writing Project is supported by grants from the federal government, the Department of English, College of Humanities, and the College of Education at the University of Arizona. As an affiliate of the National Writing Project, the Southern Arizona Writing Project is an authorized program of the No Child Left Behind Act.

 
 

How is teacher research different from traditional research?

  • There are no control groups, no experimental groups, and a very limited focus on statistical analysis (but without t-factors, means, modes, standard deviations, or that statistical Greek that goes along with it).
  • Althought we collect data and analyze it, it is largely through qualitative research methods.
  • What you do in teacher research is always in service of improved teaching and learning in your classroom.
  • You should NEVER feel like your teacher research is another layer added on to all the other work you have to do; if this happens, there is something wrong in your process—you need to step back and fix it, bring it back to your needs and the needs of the kids you have in your classroom.