Who Is Conducting Teacher Research?

Hahs‐Vaughn, Debbie L.; Yanowitz, Karen L.

doi:10.3200/joer.102.6.415-426

Cited by 21 publications

(17 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the same time, simply exposing teachers to formal training in research methodology through teacher education programmes does not guarantee that they will apply that learning in their classroom (Hahs-Vaughn & Yanowitz, 2009). Since educational research is not just a matter of skills acquisition, but both an activity and an attitude (Briggs & Coleman, 2007), motivation would also need to be addressed.…”

Section: Con Clus Ions-implic Ationsmentioning

confidence: 99%

The involvement of school teachers in research‐related activities: Extent, quality and predictors

Papanastasiou

Karagiorgi

2019

Euro J of Education

View full text Add to dashboard Cite

In view of the need to develop school teachers as research‐oriented professionals and the reported complexities of this endeavour internationally, this article explores teacher involvement in research‐related‐activities in Cyprus. It aims to measure the extent and quality of such involvement and explore possible predictors. Data were collected from a sample of 420 public primary and secondary school teachers. Most respondents reported involvement in activities for the consumption of research, which was found to be related to teachers' background in research methods courses and work context (primary/secondary school). Teachers' involvement in activities for the production of research was less extensive, whilst statistical associations with the specific background variables were not traced. On the basis of the findings, recommendations for the transition towards research‐oriented teachers are discussed in terms of developing research knowledge, skills and attitudes and providing supportive measures to schools.

show abstract

Section: Con Clus Ions-implic Ationsmentioning

confidence: 99%

The involvement of school teachers in research‐related activities: Extent, quality and predictors

Papanastasiou

Karagiorgi

2019

Euro J of Education

View full text Add to dashboard Cite

show abstract

“…Our exploration was grounded in a qualitative case study exploration and, in particular, teacher inquiry in which teachers serve as reflective practitioners in their own classrooms (Barone, 2011;Dana, 2016;Hahs-Vaughn & Yanowitz, 2009). The goal of the study was to describe how students responded to a text and if and how they contemplated their identity as being gifted.…”

Section: Our Explorationmentioning

confidence: 99%

Fifth Graders’ Understandings of Giftedness

Barone¹,

Barone²

2019

The Reading Teacher

View full text Add to dashboard Cite

Does reading a book result in students considering who they are as individuals?To the parents of DONOVAN CURTIS: The time has come to recognize your child's hard work and commitment to excellence as a student in the Hardcastle Independent School District. This letter is to inform you that DONOVAN has been selected to attend the Academy for Scholastic Distinction. A special program geared toward gifted and talented students. (Korman, 2012, pp. 25-26)

show abstract

“…Cochran- Smith and Lytle (1993, 1999 argue that the cultivation of an inquiry stance towards teaching, through the process of classroom research, can serve as a powerful form of professional development. Hahs-Vaughn and Yanowitz's (2009) research on teachers who engaged in classroom research supports the link between an inquiry stance and contextualized professional learning. The earliest field work by Cochran-Smith and Lytle, which focused on teachers' attempts to improve practice in literacy and writing, has enjoyed a long track record of success in helping teachers develop this local knowledge (Lytle et al, 2009).…”

Section: )mentioning

confidence: 93%

“…The earliest field work by Cochran-Smith and Lytle, which focused on teachers' attempts to improve practice in literacy and writing, has enjoyed a long track record of success in helping teachers develop this local knowledge (Lytle et al, 2009). Similar narratives have led some accreditation bodies and government agencies to accept classroom research as a viable learning tool (Hahs-Vaughn & Yanowitz, 2009). Despite these successes, the learning reported in most studies on classroom research is often not disseminated in ways that might help convince policymakers, researchers, and accreditors of the value of teacher-constructed knowledge.…”

Section: )mentioning

confidence: 99%

See 1 more Smart Citation

Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research

Smith¹

View full text Add to dashboard Cite

Uses real-world dilemmas to frame wonderings Dana and Yendol-Hoppey (2009) Uses existing research to frame research questions Kirkwood and Christie (2006) Uses classroom research to address research questions Cochran-Smith & Lytle (1993) Uses a well thought out methodology to guide research Galetta and Jones (2010) Uses data to contribute to professional learning Prestage et al. (2003) Uses data to consider student learning Brookhart et al. (2010) Makes classroom research public Rust and Myers (2006) Recognizes the cyclical nature of inquiry Glanz (1999) Over time, develops an inquiry stance Cochran-Smith and Lytle (1993; 2009)

show abstract

Who Is Conducting Teacher Research?

Cited by 21 publications

References 17 publications

The involvement of school teachers in research‐related activities: Extent, quality and predictors

The involvement of school teachers in research‐related activities: Extent, quality and predictors

Fifth Graders’ Understandings of Giftedness

Preservice Teacher Development of Perspectives towards Inquiry through Classroom Research

Contact Info

Product

Resources

About