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ERIC Number: ED220450
Record Type: RIE
Publication Date: 1982-Mar
Pages: 31
Abstractor: N/A
Reference Count: 0
The Effects on Teachers of Participation in an Interactive Research and Development Project.
Huling, Leslie L.
A professional development program was designed and implemented to help teachers gain new research knowledge and skills. An interactive research strategy was used to bring teachers, researchers, and staff development personnel together as a team to examine classroom problems and to plan a means to disseminate research findings. This process introduced teachers to all phases of a research project and helped them to develop research skills that could be used later as they encountered other problems. To evaluate the project's effectiveness, teachers were asked to respond to a Stages of Concern questionnaire. This instrument measured practitioner reaction to an innovation by determining individual attitudes toward it, ranging from mere awareness to enthusiastic espousal. Thirteen teachers, five university researchers, and three staff developers were organized into six research teams based on research interests expressed by the participants. Teachers were provided with approximately ten hours of initial training in general research practices and procedures and in the essential features of interactive research and development. Each team conducted a research project on various topics using an appropriate methodology and design and collaboratively planned a means to disseminate their findings. An evaluation of the project concluded that participating teachers demonstrated positive changes in concerns about the use of research findings and practices in teaching and that they gained significant research-teaching-development skills. (JD)
Research and Development Center for Teacher Education, University of Texas at Austin, Ed. Annex 3.203, Austin, TX 78712 ($2.00).
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March, 1982).