Location
PARB 239 (Second Floor)
Proposal Track
Research Project
Session Format
Presentation
Abstract
Per Ojeda (2010), for reflection to be effective it must include opportunity to improve performance. Writing the self-study report for the Council for the Accreditation of Education Preparation (CAEP) provided a perfect chance for the researchers to put effective reflection into action. Situated within a graduate-level literacy program, they implemented a collaborative action research project simultaneously with writing the CAEP self-study report. Guided by the research questions below, they learned valuable lessons, validated the program’s strengths, and faced some hard truths about its weaknesses.
- What practical applications can be learned from the CAEP self-study report?
- How can critical reflection be used to improve program design?
Concerning reflexivity, the honest dialogue, a by-product of the research, reinforced the need to look closely at their underlying beliefs and motives and how these might influence the application of the research results. Examining their program from all angles, good and bad, they realized the key role of effective reflection. It allowed them to make revisions to better meet the needs of the literacy candidates enrolled in their program and satisfy CAEP requirements. Sharing results, they will present lessons learned about the CAEP process, collaborative action research, literacy practice, and themselves as educators/researchers
Keywords
CAEP, collaborative action research, reflexivity, reflection, revision
Professional Bio
Melissa Comer, a professor in the College of Education at Tennessee Technological University, teaches literacy courses in traditional and online environments. Professional activities include multiple presentations, publications, service activities, and research in various venues, journals/books, and reputable organizations. She was recently recognized with the QEP Award for Excellence in Innovative Instruction. Nancy Kolodziej, a professor at Tennessee Technological University, teaches undergraduate and graduate literacy courses. She is the author of Learning Station Models for the Middle Grades and the co-author of Teaching Reading in Today's Elementary Schools, 12th edition and Secondary School Literacy Instruction: The Content Areas, 11th edition.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Comer, Melissa and Kolodziej, Nancy, "Facing Some Hard Truths: A CAEP Action Research Project Results in Reflexivity, Reflection, & Revision" (2022). Georgia Educational Research Association Conference. 31.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/31
Facing Some Hard Truths: A CAEP Action Research Project Results in Reflexivity, Reflection, & Revision
PARB 239 (Second Floor)
Per Ojeda (2010), for reflection to be effective it must include opportunity to improve performance. Writing the self-study report for the Council for the Accreditation of Education Preparation (CAEP) provided a perfect chance for the researchers to put effective reflection into action. Situated within a graduate-level literacy program, they implemented a collaborative action research project simultaneously with writing the CAEP self-study report. Guided by the research questions below, they learned valuable lessons, validated the program’s strengths, and faced some hard truths about its weaknesses.
- What practical applications can be learned from the CAEP self-study report?
- How can critical reflection be used to improve program design?
Concerning reflexivity, the honest dialogue, a by-product of the research, reinforced the need to look closely at their underlying beliefs and motives and how these might influence the application of the research results. Examining their program from all angles, good and bad, they realized the key role of effective reflection. It allowed them to make revisions to better meet the needs of the literacy candidates enrolled in their program and satisfy CAEP requirements. Sharing results, they will present lessons learned about the CAEP process, collaborative action research, literacy practice, and themselves as educators/researchers
