Abstract

In this paper I investigate issues of accountability and reciprocity in research that support the formulation of closer academic connections between scholarly research and the school research sites. Using a qualitative research study of one teacher’s pedagogical practices and her students’ affective responses to those choices, I designed a departmental action research model to facilitate an on-going professional development program. The creation of this professional develop program is based on scholarly recommendations from Christopher Day, Linda Valli, and Nancy Zimpher and Kenneth Howey that assert the need for long-term professional interventions as a variety of institutional reform.