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ERIC Number: ED334585
Record Type: RIE
Publication Date: 1991-Jun
Pages: 19
Abstractor: N/A
Reference Count: N/A
A Teacher-Research Group in Action. Technical Report No. 50.
Schecter, Sandra R.; Ramirez, Rafael
A 2-year case study of a well-supported teacher-research group examined the kinds of support teachers need if they are to conduct classroom research. The study focused on the effects of becoming researchers on teachers' views of classroom practice and of themselves as professionals, the levels of knowledge teacher research can provide, and the ways in which teachers working as researchers represent and structure that knowledge in oral and written texts. The group of teacher-researchers comprised 19 kindergarten through college teachers (most had participated in the National Writing Project) representing a broad spectrum with many working in multi-ethnic classrooms and districts. Teaching experience ranged from 2 to 23 years, with the average being 11 years. Data included audio recordings and field notes taken during whole group meetings every 2 weeks and including smaller "response group sessions," all written materials distributed to participants, volunteered pieces from participants' journal entries, and audio recordings of formal interviews with participants at various stages in their research processes. The investigation of the workings of teacher-research groups is still too incipient an enterprise to make definitive pronouncements based on the findings of the study. Instead, findings of the study to date suggest that teacher research: (1) is clearly motivated to point to a theory of classroom practice; (2) can exert pressure on classroom practice to be dynamic, generative, and responsive to students' needs; and (3) has the potential to figure prominently in the evolution of teaching as a profession. (Eighteen references are attached.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA.
Identifiers: Writing Contexts