Geoffrey A. Wright

Seeking renewal, finding community: participatory action research in teacher education

This narrative study describes the experiences of a group of teacher educators as they worked together in a collaborative research activity investigating theories of literacy and the preparation of secondary teachers. The collaboration was organized around the precepts associated with participatory action research (PAR). After four years of collaboration, the narratives of the members of the group revealed (a) changes to the practices and identities of the participants, (b) how the group formed a community, and (c) the ways in which the institution supported the work of the group. Organizing collaborative activities around PAR holds promise to not only produce quality research, but to support the improvement of teacher preparation programs and the development of teacher educators. However, this work requires institutional support that fosters collaborative work without mandating either collaborations or outcomes.

Innovation 101: Promoting Undergraduate Innovation Through a Two-Day Boot Camp

Over the years, many training methods for creativity and innovation have been developed. Despite these programs and research, further improvement is necessary, particularly in schools of technology and engineering education, where previous efforts have focused on developing solutions to defined problems, not in identifying and defining the problems themselves in ways that promote creative outcomes. This study presents initial efforts to develop an instructional program designed to teach innovation to undergraduate technology and engineering students. Results from a pre/posttest analysis using both the Torrance Tests for Creative Thinking and a survey with self-reported data indicate that the Innovation Boot Camp was successful because it (a) encapsulated innovation into a process that students could learn and apply, (b) engaged students in multidisciplinary groups, and (c) provided a hands-on, activities-oriented curriculum explicitly designed to enhance innovation. Notwithstanding, ideas for improvement and further research and development of the curriculum are described.

Improving Teacher Performance Using an Enhanced Digital Video Reflection Technique

Reflective practice is an integral component of a teacher’s classroom success (Zeichner and Liston, 1996; Valli, 1997). There is a need to further develop a more effective and efficient process that encourages reflective practice. Recent technological video advancements have provided tools to support new research. This chapter presents an innovative process that proposes to improve teacher reflective practice by using an enhanced video analysis technique. The findings suggest the video-enhanced reflection process provides solutions to the barriers that have traditionally prevented reflection from being meaningful and long lasting. The qualitative analysis suggests that video-enhanced reflection had a positive impact on teacher reflective abilities.