The role of the ‘professional community’ in action research

The article argues that collective learning plays an important role in the practice of teacher research, which has not yet been adequately dealt with in its theory. Lave & Wenger's (1991) theory of ‘Situated Learning’ is examined as an example for a conceptualisation of collective learning. In the concluding section, some provisions for ‘learning in communities’ in the practice of teacher research are discussed. Although the argument is made for the teaching profession, it is assumed that it also has some bearing on action research in other professions.     

Collateral Learning in Science: Students’ responses to a cross‐cultural unit of work

The purpose of this study was to investigate the nature of students’ responses to a cross‐cultural science unit entitled “Maintaining health.” The unit was designed to help students to build bridges between their traditional practices and beliefs and western science concepts. This paper reports students’ responses to a pre‐test and post‐test, and their reflections on their learning. The responses were analysed using the collateral learning model. There was evidence of parallel, dependent, and secured collateral learning. The implications for science teaching and for assessing science learning are discussed.     

Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum

Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either the BMLK mathematics curriculum or the centers’ business-as-usual curriculum, over a 2-year period when children were in prekindergarten and kindergarten. Participants in the study were 762 children and their teachers at 16 publicly subsidized child care centers. The study assessed children's mathematics knowledge using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Direct Mathematics Assessment, a measure of young children's mathematics knowledge that is not aligned with the curriculum. The ECLS-B scores of children in the BMLK group increased significantly more than did those of children in the comparison group. The study also included exploratory analyses to examine whether children in the BMLK group demonstrated evidence of improved mathematical language. Practice or Policy: These results indicate that the BMLK curriculum, which is designed to help teachers use play-based, developmentally appropriate mathematics instruction, has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum.