Material Detail

This paper examines the experiences and insights of 34 graduate students in an elementary education master’s degree program as they engaged in an action research project during two required action research courses over a year’s span. Data were analyzed according to the following two research questions: 1) What do teachers report as the most difficult parts of the action research process? and 2) How does participation in action research impact teachers’ current and future instructional practices? Data were collected using a survey instrument. Implications and recommendations for future research are presented.