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Abstract

Abstract

This study focuses on three case studies of three Florida teachers’ action research projects focusing on improving at-risk students’ literacy skills through innovative instructional technology, culturally-relevant poetry and bilingual teaching. The teachers, White, African American and Latina, describe their research journeys, the literacy teaching strategies they used and the outcomes on their students’ achievement. The case studies are then analyzed focusing on the effects the action research projects had on the participating teachers. The analysis explores transformative processes in the teachers’ epistemological shifts, acquisition of skills, attitudes and dispositions, as well as professional development and personal transformation. The findings indicate that action research is an important tool leading to improved classroom practice, leadership agency and a stronger commitment toward emancipatory educational action.

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