by David Phelps - 2019
The research–practice gap is an enduring problem in the field of education. The gap refers to educational research that is not practice informed, and educational practice that is not research informed. A popular approach to bridge the research–practice gap in education is to build partnerships between schools and universities that are active within the context of a school setting (rather than exclusively in a laboratory school or through college courses).
by Leslie Herrenkohl, Kate Napolitan, Todd Herrenkohl, Elham Kazemi, Logan McAuley & David Phelps - 2019
Washington State’s grant for school–university partnerships provided a large research university and Blakeview Elementary School (pseudonym) an opportunity to engage in a shared visioning process that led to establishing a full-service community school. This article presents a case study of work that was conducted across five years: a planning year and four years of implementation.
by Joanne Carney, Marilyn Chu, Jennifer Green, William Nutting, Susan Donnelly, Andrea Clancy, Marsha Buly & David Carroll - 2019
Achieving educational social justice requires teachers, administrators, teacher education programs, and community organizations to work together to meet the needs of students and their families as teachers—both novice and experienced—develop the skills and dispositions to teach all children. This case study uses mixed-methods research to analyze how one school-university partnership navigated the challenges inherent in such collaborative work.
by John Traynor & Deborah Tully - 2019
Using a mixed-method research design, this case study explores the impact of a six-year partnership between a public K–6 school and two private institutions of higher education. In this article, the partners describe the activities and progress toward stated goals over the life span of the partnership (2012–2018).
by Kate Napolitan, John Traynor, Deborah Tully, Joanne Carney, Susan Donnelly & Leslie Herrenkohl - 2019
This article describes how four teacher education programs took up a legislative initiative to better partner with local schools, families, and communities. It illustrates the impacts that these collaborations had on preservice teachers.
by Vanessa Jones, Carmine Stewart, Anne Galletta & Jennifer Ayala - 2015
The chapter examines youth participation within three intergenerational collectives using participatory action research (PAR) to address educational policies youth viewed as counterproductive to their education. Outlining the complexity of youth voice, the multiple vehicles within the arts through which youth voice is expressed, and the different ways in which youth voice is received by educators and policy makers, the chapter underscores the promise of youth involvement in developing, assessing, and fundamentally altering educational policy.
by Tim McCormack, Emily Schnee & Jason VanOra - 2014
This article explores how educational researchers can use meta-analysis to “power-up” the findings of their existing, small-scale qualitative research studies. By triangulating data from three independently conducted studies of academically at-risk college students, this research contests “time-to-degree” as a valid criterion for measuring academic success in college.
by Cheryl Craig - 2013
The research project involved four campuses that chose to integrate the arts into tested subject areas. Digital storytelling technology was combined with the narrative inquiry research method to produce ‘digital narrative inquiries’—16-20 minute multimedia representations of each school’s experience of its change initiative. Video clips excerpted from these larger productions were then used to discuss the affordances and constraints of using the ‘digital narrative inquiry’ representational form to share research findings arising from innovative educational practices.
by Brent Kilbourn - 2006
The generic qualities of a qualitative doctoral dissertation proposal are discussed in this article, including how they relate to the dissertation and to the nature of a research university. Standard parts of a proposal are discussed and reasons given for the role each plays.
by Cynthia Ballenger & Ann Rosebery - 2003
Many questions remain among both teachers and researchers about the research methods used in teacher research, about how theory is used, about what people are doing when they do it, about the values behind it, and about how it can be best used.
by Ray McDermott - 2001
This paper offers an analysis of Mead’s contributions and contradictions in two sections, one on her ethnography, the other on her legacy applied to the problems of education in the contemporary United States, particularly her rarely noticed contributions to a theory of learning.
by Floyd Hammack - 1997
This article identifies and examines the ethical issues surrounding teacher research, especially when the participants of the research are the teachers' own students.
by Caroline Clark & Pamela Moss - 1996
In this article, we examine the ethical and epistemological implications of shifting from a strictly teacher-centered group to include students in a collaborative co-researching experience.
by Robert Boostrom, David Hansen & Philip Jackson - 1993
Discusses the importance of teachers and researchers learning to appreciate one another's professional roles to bridge the gap between research and practice. Information comes from meetings between teachers and researchers as part of a three-year study to discover how moral concerns permeate school life.
by Nancy Pine - 1992
by Susan Lytle & Marilyn Cochran-Smith - 1990
Systematic intentional inquiry by teachers makes accessible some of teachers' expertise and provides universities and schools with unique perspectives on teaching and learning. A four-part working typology of teacher research is proposed, with examples of the four types: journals, essays, oral inquiry processes, and classroom studies.
by Harry Broudy - 1990
The author argues that the persistent criticism of teachers and of teacher education programs is due in part to the absence of a "consensus of the learned" about how teachers should be educated. Broudy’s position is that a working consensus could be established through a case-study method in teacher education if cases were developed to portray important problems identified by teachers as typical and recurrent in their professional practice.
by Nicholas Gage - 1989
This article presents three versions of what may happen in post-1989 research on teaching. In the first version, the quantitative approach dies of wounds inflicted by its critics. In the second, different approaches work in harmony, and in the third, the wars continue among competing approaches to educational research.
by Nathan Dickmeyer - 1989
The concepts of metaphor, model, and theory are defined and used to show how social science research in general, and education research in particular, has differed from Popper's description of natural science research.
by Susan Fuhrman, William Clune & Richard Elmore - 1988
Initial findings from a five-year study of the educational reform process and its effects are reported. Findings derive from interviews with state and local policymakers and educators in 24 districts and 59 schools from 6 states. Areas discussed are politics of reform, state role, student standards and teacher-related policies.
by Sharon Oja & Maryellen Ham - 1984
A collaborative action research project studied how teachers in groups function at different developmental stages. Implications for staff development are described.
by Joann Jacullo-Noto - 1984
Interactive research and development can be an effective staff development strategy for experienced teachers. The teacher takes the role of researcher and the university professor acts as a team member in this partnership. Problems and prospects of implementing this program are discussed.
by Tom Bird - 1984
The concepts of mutual adaptation and mutual accomplishment are used in an analysis of implementation of a delinquency prevention research and development program. Success from the perspective of both the developer and the participant is described.
by Gary Griffin & Susan Barnes - 1984
An examination of an attempt to change teaching practices.
by David Ericson & Frederick Ellet, Jr. - 1982
The difficulties surrounding the application of educational research are explored from the point of view that an empirical understanding of the social sciences is not as effective as a common sense approach to human behavior called "interpretative understanding." Shortcomings of empiricist methodology, laws, and interpretation are discussed.
by Raymond Moore - 1982
Research on early childhood education, child development, and school readiness is used to support the argument that formal schooling for children under 8 or 10 years old is less desirable than home-based instruction. Research on neurophysiology, social-emotional development, cognitive development, school entrance age, parental potential, and other subjects is discussed.
by Lorene Stringer - 1970
This article is a discussion of an innovative approach to intensive group experience for educators.
by Henry Holmes - 1922
Every new movement in education calls for someone to repeat the warning dictum of Emerson: An expense of ends to means is fate. We are too often satisfied to exemplify a method or use a means without critical examination of the ends we are serving; and whenever our zeal or our narrowness puts us into that position, we are giving up our control of the situation and allowing ourselves to act in automatic fashion in response to the demands of the method or means in question.
by Warren Layton - 1922
There has been maintained in Detroit, for about ten years, a system of special classes for backward children and from time to time other units have been added, so that at present there is a department of special education equipped to care for pupils who, for any reason, do not progress properly in the regular grades. The Psychological Clinic, one of the earliest of these units to develop, is the agency through which transfers to the various special classes are effected. This clinic has had a rapid, but very solid, growth and enjoys the confidence and the support of the teachers and principals to a degree unusual in American cities. There are on the staff of the Clinic eleven trained psychological examiners and :four social workers, all of whom give their full time to the work of the Clinic, and the Clinic has also its own physician.
by Helen Davis - 1922
There are numerous school systems, apparently, in which more or less systematic use has been made of intelligence tests, but in which the scores obtained from these tests have not been put to the fullest possible use for the improvement of organization, placement, and instruction. Naturally, the extent to which reclassification can be effected on the basis of test results is dependent upon the general lay-out of the system in question, the distribution of ability in its population, its financial resources, the availability of class- rooms and teachers, and many other factors. It is probable, indeed, that no scheme could be laid down in detail that would fit any large number of school systems. Nevertheless, it has seemed likely that an account of the manner in which a plan of intelligence testing has been related to a system of special classes in one American city might prove helpful to those who are undertaking similar work in other cities of similar size and character.