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This study examined the beliefs of 21 experienced teachers who implemented individual action research projects as part of a graduate degree program in teacher leadership, focusing on the extent to which they believed that action research is a viable mechanism for change. Participants consisted of primary, middle, secondary, postsecondary, and community youth educators ranging in age from 28-53 years with 3-20 years of teaching experience. Descriptive data for the study were drawn from a 20-item survey that asked teachers to describe what they believed were the effects of their action research projects on themselves, their students, other teachers, and the education community. They also described steps that could be taken to make action research a mechanism for change on a large scale. Results showed that teachers believed engaging in action research helps them grow personally and professionally and enables them to influence other teachers toward improving curriculum and instruction. Although action research is compatible with the current emphasis on reflective practice and professional development, certain barriers do exist. These include lack of widespread understanding of action research by the education community, lack of restructured work time, and persistence of traditional teaching approaches. (SM)

This study examined the beliefs of six Virginia teachers (two elementary and four middle) about redesigning instruction to meet new state standards of learning through action research. It focused on how teachers reconsidered current teaching practices in order to reconcile the demands of higher stakes learning with progressive ideas about curriculum, instruction, and assessment. The participants undertook action research projects in which they redesigned instructional units that incorporated some of the new standards. In doing so, each participant used an assessment tool, such as a rubric, checklist, or portfolio. Data for qualitative analysis were gathered from the action research projects, participants' written reflections, focus groups, and a 6-month followup survey of participants. Results showed that participants' students gained a more explicit understanding of the connection between learning and assessment, took responsibility for their learning, and received improved instruction. The participants gained autonomy and confidence for redesigning instruction, reached a higher level of problem- solving ability, and learned to use classroom data more effectively. Effects of the participants' action research on administrators and other teachers, however, were limited. (Contains 13 references.) (Author/SM)

This study examined how three elementary teachers who acted as lead teachers in public schools in the Hampton Roads area of Virginia perceived themselves as contributors to building a professional culture in schools. The participants, two women and one man, were experienced teachers in elementary schools and were Master's degree candidates in a curriculum and instruction program that emphasized teacher leadership through curriculum writing, teacher-led staff development, and action research. Qualitative data for cross-case analysis were drawn from individual interviews concerning their professional histories and their beliefs about teaching and change, and their views of themselves as leaders among peers. Data collection also involved the teachers' reflective journals, classroom observations, culminating projects from graduate studies, and a group debriefing session. Interviews with the participants' respective building principals were also included in the data analysis. Results suggested that lead teachers: (1) identify strongly with the role of teacher; (2) believe that change improves one's knowledge and teaching practice; (3) understand the connections between curriculum and assessment for increasing student achievement; and (4) gain convincing evidence for change by participating in action research. These teachers were able to make connections between theory and practice that set them apart from other teachers. (Contains 16 references). (Author/SM)

The purpose of this study was to examine the extent to which beginning teachers who are career changers hold proactive beliefs about teaching. The beliefs of six career-changers (four males and two females, aged 25 to 45 years) were examined by means of in-depth interviews concerning their academic histories, previous careers, teacher preparation experiences, and general philosophy about school improvement. Cross-analysis of the qualitative data resulted in a Conceptual Framework toward Change. This framework suggests that career changers may be proactive in their approaches to teaching to the extent that they are capable of: (1) identifying with the new role of teacher; (2) having an investigatory focus on their work in the classroom; and (3) resolving developmental issues in their personal lives. (Contains 1 figure and 25 references.) (Author/SLD)