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ERIC Number: ED209222
Record Type: RIE
Publication Date: 1981-Aug
Pages: 185
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Teacher-Initiated Research: Professional Development for Teachers and a Method for Designing Research Based on Practice. Final Report.
Evans, Claryce; And Others
A series of weekly seminars were conducted in which 15 elementary and secondary teachers were encouraged and helped to investigate, in some depth, topics related to their current practice. The project was designed to help teachers develop and carry out research investigations in their own classroom. Another project objective was to get the findings published. The rationale was that there should be more efforts to develop and disseminate educational theory from successful pratice. Within this forum, the teachers were encouraged to identify and initiate research into classroom problems and practices that should be investigated. Included in this report are: (1) notes and tapes of the seminar sessions; (2) excerpts from journals kept by the participants; (3) selected responses by staff members to the journal entries; (4) periodic interviews; (5) the director's agenda notes and personal notes on the projects; (6) participant's reports; (7) consultants' reports of observations and interviews done at the request of participants; and (8) staff meeting notes. It is concluded that the project was an effective professional development activity and that the structure of the seminars enabled the group to start building on each other's knowledge. It is questioned, however, whether a contribution was made to systematizing and developing a cumulative body of practitioners' knowledge which requires publication in order to be widely accessible to teachers not in the group. Recommendations are given for changes that would make it more likely that teachers would write reports of their investigations and get them published. (JD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Technical Education Research Center, Cambridge, MA.
Identifiers: N/A