ERIC Number: EJ1095806
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-6620
EISSN: N/A
The Faculty Research Residency: A Model for Supporting Teacher Education Curriculum Renewal
Salmon, Diane; Gardiner, Wendy
Action in Teacher Education, v38 n1 p3-17 2016
The faculty research residency (FRR) model was launched in 2010, with the goal of transforming coursework to improve the preparation of teachers for high-need schools. The FRR model leveraged school-university partnerships and situated university faculty in high-need schools to conduct research related to the university courses they taught. This study investigated the outcomes of the FRR model for a 3-year period involving 16 research residency projects and 23 faculty members. Faculty research residents investigated a wide variety of teaching practices to contextualize their knowledge and better align their teacher education courses with the needs of students and teachers in high-need schools. Findings indicate that the FRR model shows promise as an innovative faculty development mechanism for colleges of education.
Descriptors: College Faculty, Teacher Education, Communities of Practice, Models, Partnerships in Education, Disadvantaged Schools, Faculty Development, College School Cooperation, Educational Practices, Alignment (Education), Educational Research, Residential Programs, Theory Practice Relationship, Educational Change, Surveys, Interviews, Knowledge Level, Seminars, Teacher Researchers, Accountability, Elementary Secondary Education, Teacher Collaboration, Interdisciplinary Approach, Curriculum Development, Mixed Methods Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A