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1.
This article reports on a research project designed to investigate and develop formative classroom assessment in primary schools. The project was a collaborative one, involving two university based researchers and a team of teacher researchers. It used an action research approach to try to bring about changes in classroom assessment practices. The article reports on changes in practice particularly involving the clarification and communication of assessment criteria to pupils.  相似文献   

2.
Editorial     
ABSTRACT

This paper describes a staff development project involving school‐university collaborative research. While computer technology was being implemented at Bayside Middle School, teachers engaged in action research projects. This form of professional development links personally relevant questions of teaching practice with academic theories of learning. Research findings are discussed, along with implications of action research as a model for staff development.  相似文献   

3.
Practitioner research lends itself to situations in which a school wishes to examine and improve practice. This is an account of one middle-sized primary school's attempt to understand the nature of and need for a variety of forms of curriculum leadership by engaging in a facilitated action research project. Both theory and current school practice in New Zealand related to school structure and distribution of curriculum leadership were investigated. The senior management team, acting as an action research group, set out to analyse an ill-defined problem and then designed and implemented change strategies that incrementally involved all staff. The outcomes of the project for the school were context specific and immediate and are made public with the intention of offering insights into the research process and results to a wider audience who can consider the transferability of ideas in this account to their own settings. Leading change from within by embarking on action research is a challenge and a commitment for practitioners. Whilst the demands of this project are acknowledged by the practitioners themselves, they also confirm the benefits of a systematic, considered process and the opportunities for team learning implicit in this critical, constructive and collaborative approach to improving management practice.  相似文献   

4.
This presidential address argues that there is a pressing need in the UK to build educational research capacity at system level and to do so collaboratively. It advances three main arguments for doing so. These are (i) the increasing concentration of research resources; (ii) the dangers of increasing separation of research and initial teacher education; and (iii) the complexity of the links between research, policy and practice. Drawing on evidence about research quality and on demographic trends of academic staff in education departments, it illustrates one approach to collaborative capacity building in Scotland, the Applied Educational Research Scheme. It concludes by drawing attention to the nascent Strategic Forum for Research in Education as an important forum for monitoring the health of educational research.  相似文献   

5.
This study, conducted over a one-year period, examined the collaboration practices in a large-scale school-university capacity-building collaborative action research project that was designed to help English language teachers develop the skills needed to deal with the reforms to assessment practices in Hong Kong's school curriculum. The study theorized collaboration as a complex construction that must be understood in the context of the prevailing ideologies shaping professional development practices for teachers. Online data generated from the collaborative action research project were analysed to explore the discursive construction of interpersonal relationships. Critical discourse analysis was used to examine the discursive strategies that were used in the emails of two university researchers and two school teachers to negotiate and manage collaboration practices. It examined the complexities of negotiating collaboration as a social practice in institutional cultures in a non-Western sociocultural setting. The implications of the findings for policy, professional development and future research are discussed.  相似文献   

6.
Research learning communities (RLCs) are an increasingly popular form of collaborative professional development that takes participants into deep engagement with research evidence and empowers them to become researchers themselves. This study describes the use of the RLC model to make research about autism and school system change accessible to teachers in primary schools. An interdisciplinary team of specialists guided teams made up of a school leader and a class teacher through structured engagement with recent, high quality research. Participants devised and trialled evidence-informed interventions that supported pupils with autism and facilitated the improvement of whole school policy and practice on special education and disability (SEND). The RLC allowed them space to share their experiences with other teachers in a process of mutual reflection and learning. Evaluation showed that participants gained confidence in leading change and made effective use of research to develop SEND school policy and practice.  相似文献   

7.
In this paper we draw upon 14 semi‐structured interviews with the participants in a teacher‐researcher project on the theme of ‘ensuring African Caribbean attainment’ with the aim of shedding light on the purposes, processes and lived experiences of teacher research in a difficult and contentious intellectual and practical domain. After briefly reviewing the history and policy background of teacher research in England, we introduce the project and the specific purposes and motivations of its various stakeholders. In the second half of the paper we analyse the challenges and the rewards of participating in the project, including the challenges of facilitating teacher research, and we review the key implications of the research for policy and practice. We conclude that, in trying to make teacher research happen in a way that is meaningful and productive for those involved (whether as facilitators or teacher researchers), three things have to be negotiated at once: new roles for academic facilitators, new dimensions of teacher roles, and a viable conception of research that is authentically teacher research. All of these things involve rethinking assumptions about what it means to be a teacher and an academic and what is meant by research. Drawing on the lessons of this project, we suggest that the central challenge of building successful teacher research is the creation of genuine partnerships, characterised by respectful and critical dialogue, between university staff and teacher researchers.  相似文献   

8.
This article introduces the concept of ‘co-impact’ to characterise the complex and dynamic process of social and economic change generated by participatory action research (PAR). It argues that dominant models of research impact tend to see it as a linear process, based on a donor-recipient model, occurring at the end of a project following the take-up and use of findings. PAR challenges this approach, as impact is embedded in cycles of the action research process; the distinction between researchers, research informants and research users is blurred; and micro process-based impacts, including changes in the thinking and practices of co-researchers, are as significant as findings-based changes in policy and practice. A conceptual framework is developed, based on a three-fold distinction between ‘participatory’, ‘collaborative’ and ‘collective’ impact. This is applied to a case study action research project, Debt on Teesside, working with low-income households in North-east England. The project is analysed in terms of participatory impact (e.g. developing skills of participating households, mentor-researchers, and university staff); collaborative impact (e.g. findings-based changes in thinking, policies and practices of advice, community finance and housing agencies, and local authorities resulting from collaborative research); and ‘collective impact’, adapted from the field of social interventions, which involves organisations collectively targeting specific actions based on research (e.g. changing policy and practices of lenders and government relating to high-cost loans).  相似文献   

9.
The call for teachers and schools to become more research-engaged is resonating stronger than ever with government efforts to improve research impact and educational quality in the United Kingdom (UK) and many other countries. In these endeavors strengthening the social network structure and collegial relationships that enable collaborative research and learning in schools are often overlooked. This longitudinal, multi-method case study focused on understanding this pivotal social dimension. It examined in what way and to what extent research-engaged relationships are developed and value for practice is created among school colleagues. The context was a secondary school that is part of a longstanding school–university research partnership in the UK. Social network and survey data, school documents, individual narratives, and interview data were collected and analysed during one academic year. Results reveal that school leadership adopted an approach in which they combined the development of formal structures and informal networking to foster a significant increase in research-engaged interactions among school staff. Two key elements of the school–university research partnership were distinguished as powerful drivers of fostering research engagement. Outcomes show that the increased research engagement led to diverse types of value creation in both the core and periphery of the research network of school staff.  相似文献   

10.
In this case study, teacher inquiry groups from 3 school districts engaged and transformed various facets of their professional knowledge and practice in the context of science education. To examine the nature of teacher learning, a 3-part teacher knowledge and learning framework, proposed by Cochran-Smith and Lytle in 1999, was adopted (knowledge-for-practice, knowledge-in-practice, and knowledge-of-practice). While 16 school-based inquiry groups participated in the collaborative action research project, one case study involving a primary teacher, Katrina, is highlighted to illustrate outcomes related to the role of collaborative inquiry in supporting teacher learning, contextual issues and concerns that impact teachers’ daily classroom practice, and the types of knowledge generated by teachers within collaborative inquiry communities.  相似文献   

11.
The research reported here is the result of a collaborative project between a group of teachers in a secondary school and two university lecturers. The group has been meeting for several years and the issue of trying to improve communication arose as a result of findings from a previous study in the school. After reviewing the literature, we were able to identify actions for teachers to trial in the school and, following data collection and analysis, we were able to refine those actions for widespread adoption in the school. We were also able to identify issues that required further exploration. The research exemplifies a way in which university and school staff can engage in collaborative, high quality research. It also identifies some of the complexities involved for schools and teachers as they try to improve practice.  相似文献   

12.
The study presented in this article forms part of a wider project promoting collaboration between junior researchers from different universities with the objective of rethinking and improving teaching practice in relation to the use of technology. The article describes research carried out during the 2012/13 academic year aimed at developing collaborative action research through technologically mediated agoras involving students from three Spanish universities. The main results of this study show that junior researchers improved their teaching practice through technologically mediated inside and outside agoras. In addition, the transformation of university classrooms into agoras enabled the negotiated reconstruction of knowledge for the analysis of good practice in the use of technology. Likewise, these agoras helped reduce limitations by breaking down the barriers of time, distance and resources for sharing findings and limitations between junior researchers. Furthermore, they pave the way for improvements and their implementation in learning processes during initial teacher training.  相似文献   

13.
This article considers the role of university researchers in a project aimed at developing inclusive practices in schools through collaborative action research. It tells the story of how these researchers became part of the action in one school—Beechbank Primary—through visits, the collection and reporting of data, and through the development of a relationship (particularly with the head teacher) that facilitated learning and change to take place. One of the issues highlighted is that it is in the process of setting up an action research project that many disturbances are evident and, perhaps, inevitable. We argue that it is in working with these disturbances that one might begin to establish the basis of a collaborative relationship, rather than implying that collaboration may result in such things. The approach taken in the section ‘Beechbank Story’ is a conscious departure from the investigations conducted as a consequence of audit mechanisms, where only particular measurable outcomes, designated in advance, constitute evidence of ‘progress’. We focus instead on process and hope to illustrate the small shifts and changes, documented ethnographically, which we argue are essential if change is to take place in the culture of a school.  相似文献   

14.
The outcomes of an international collaborative project are presented, involving experienced teacher educators and researchers from eight different countries, who engaged in a series of structured discussions on the professional development of teacher educators. We start with an overview of the needs in practice and policy, as well as the research interests, making structured opportunities for teacher educator development necessary. As a first outcome, we present a model to conceptualise teacher educator development, grounded in a study of the international literature and the systematic critical discussion of its findings by the participants in the project. The model facilitates international (research) collaboration, mapping and guiding initiatives in policy and practice by providing both an overview of the complexities of teacher educator development and a language to discuss them. The second –structural- outcome is the establishment of InFo-TED – the International Forum for Teacher Educator Development.  相似文献   

15.
This paper discusses a combined university–school research project involving three associate teachers from the pre-service teacher education degree at the University of Otago, New Zealand in the examination of their literacy teaching practice. The provision of resources for this collaborative study allowed the teachers to design the project in response to the learning needs of the children in their classrooms. The paper specifically analyses the research experience for the teachers as they theorized their classroom literacy practice and utilized the research findings to inform the content and processes of teaching at both the primary and tertiary classroom levels.  相似文献   

16.
This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants’ home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.  相似文献   

17.
In Ethiopia, as elsewhere in the world, action research is recognized as a valuable and cost-effective form of inquiry to improve classroom and school practices. It has been given due consideration, both by the Ministry of Education and teacher education institutes of the country. Nevertheless, studies conducted on the practice of action research unanimously reported that, due to many factors, its status in the country’s education system is at its lowest stage. One of the factors for this problem is lack of adequate knowledge, skills and dispositions essential for action research. Hence, this action research project was initiated and implemented collaboratively between one teacher educator and school teachers working in a nearby primary school (in Debre Markos, Ethiopia). After a tiresome implementation of selected action strategies, for more than six months in four different phases, the project was found to be helpful in enhancing the practitioners’ knowledge skills and confidence of action research. The project was also found to be important in improving the action research practice of the school. Our evaluation of the project also implied that collaborative action research, if properly and wholeheartedly conducted, is an effective strategy in strengthening school–college linkage that ultimately helps each institution to learn and benefit from the other.  相似文献   

18.
This article discusses the ideal and practice of collaboration in a collaborative action research project in which university researchers work together with staff from the field of primary education. A qualitative case study was conducted using the theory of boundary crossing to make sense of the ways collaboration took place within the project team. The main theme, also a major dilemma in the project, referred to the transition from a democratic towards a more directive approach within the project design after the first year. The members of the project team took shifting and ambivalent positions within the project as they were trying to cross boundaries between the different goals of the project. Also, boundary objects on different levels contributed to the collaboration. We conclude that clear boundaries between groups or a strong shared identity, as proposed by an insider–outsider model of action research and the notion of first-order democracy, are not helpful in complex collaborative action research projects. Instead, we need the development of second-order democracy means in order to cross boundaries and sustain a critical dialogue about differences.  相似文献   

19.
In this paper the authors analyse a university–school partnership that went awry. It was designed to develop a new set of philosophical principles to inform work with violent student behaviour in schools. The project brought together a team of researchers from the university and school sector with a strong record of examining and improving the management of behaviour in classrooms. The authors sought volunteer school‐based educators to work with them as co‐researchers. Despite the team's strong school‐based research background, the mutual interest in developing a new approach to work with violence, and the strong collaborative base, they found themselves, as the initiating research team, unable to progress in the ways they had anticipated. This paper analyses the dynamics at work in that lack of progress. The analysis is put forward with the hope of enlivening discussion about what makes for successful collaborative projects between schools and universities.  相似文献   

20.
The increasing complexity of the teaching profession calls for engaged professionals in their professional development. This article claims that participative types of research contribute differently to professional development. Its intent is to explore the different contributions action research and collaborative research bring. One action research and one collaborative research have been conducted involving school personnel. They have been assessed mid‐course with regard to various components of professional development, including the learning taking place, changes made to professional practices and development of the collective competencies. Group interviews were conducted and each participant produced a written summary. The results show that participants’ individual competencies are strengthened, as well as collective competencies emerging such as the development of a common vocabulary and a shared vision about the school’s mission and mathematics curriculum. Learning is more relational in the action research project, and more connected to knowledge in the collaborative research project. Tensions are also present. They deal with the need to come up with concrete results, the urgency of action, the need to be open to the unknown, a tacit agreement to expose one’s vulnerability to others, the need for interdependence and for accountability. In conclusion, researchers identify their own sources of tensions and recognize that those types of research are important situations of learning.  相似文献   

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