Section archive - Research Methods
Page 9/29 289 items
The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools
This study explored the role of teacher education programs on the career paths of 38 Noyce scholarship recipients by using grounded theory. The 38 Noyce scholars completed teacher education programs across the United States. The study resulted in a model of the pathway to retention in high-need settings based on the scholars’ perceptions as reported in the interviews. The use of an inductive grounded theory approach indicated that teacher education played a role on the scholars’ career paths.
Updated: Mar. 19, 2013
Exploring the nature of the researcher–practitioner relationship in qualitative educational research publications
The current literature review looks at the way in which the researcher–practitioner relationship is described in research publications.
Updated: Feb. 27, 2013
The Effects of Student Demographics and School Resources on California School Performance Gain: A Fixed Effects Panel Model
The primary objective of this study is to investigate how APIs change with student demographics and school resources within individual schools. While California places great responsibility on individual schools for student growth, little policy consideration is given to the likely effects of demographic and resource changes on school performance within the school. Moreover, this study’s confirmation of the positive impact of teachers’ advanced degree and full teaching credential on performance gains suggests that teacher qualifications may hold the key to improving student achievement.
Updated: Feb. 26, 2013
This article describes a multi-layered series of reflection processes which were developed by the authors, a lecturer and a school teacher, worked together in a collaborative action research project. The authors conclude that they have identified that key characteristics were collaboration discussions, stimulation from action research literature and the crucial role of the practitioner in developing knowledge.
Updated: Dec. 25, 2012
Fifteen Years of Action Research as Professional Development: Seeking More Collaborative, Useful and Democratic Systems for Teachers
This article presents the experience of a group of teachers who have developed action research (AR) dynamics for 15 years aimed at their professional development and teaching practice improvement. The focus is first on the importance of AR, collaborative dynamics and theory and practice relationships for in‐service teacher training.
Updated: Nov. 26, 2012
‘Taking A Cross‐Country Journey with A World Map’: Examining the Construction of Practitioner Researcher Identities through One Case Study
This article explores how one fourth‐grade teacher constructed her practitioner researcher identities over two years. The article draws upon data gathered from a year‐long Teacher as Researcher course and a monthly practitioner researcher group (Triad Teacher Researchers) associated with a Southeastern university in the United States.
Updated: Nov. 26, 2012
Exploring the Utility of Action Research to Investigate Second‐Language Classrooms as Complex Systems
In this article, the authors argue that adopting a complexity‐theory perspective, which requires teachers to be dynamic and complex in their approach, helps in identifying action research as a suitable research tradition for investigating second‐language classrooms and in turn using it widely to invigorate the field of applied linguistics.
Updated: Oct. 28, 2012
A Narrative of an Action Research Study in Preschool: Choice Points and their Implications for Professional and Organisational Development
This article focuses on some of the choice points and their implications for professional and organisational development in Swedish preschool. The preschool teachers in this study show that pedagogical change is possible, although it takes time and is not necessarily endorsed by municipal employers.
Updated: Oct. 28, 2012
This paper presents a case study of a beginning science teacher’s year-long action research project, during which she developed a meaningful grasp of learning from practice. An extended action research experience in the second year of induction proved valuable to the teacher in learning how to modify her teaching to reach her goal, using evidence of student learning as her guide.
Updated: Oct. 22, 2012
In this article, the authors build a framework for studying collaborative teacher education, emphasizing linkages among theory, innovation, and outcomes.
Updated: Sep. 24, 2012