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ERIC Number: ED249278
Record Type: RIE
Publication Date: 1984-Feb
Pages: 21
Abstractor: N/A
Reference Count: 0
The Researcher-Teacher Relationship: Observations and Implications from Naturalistic Studies in Classrooms.
Bondy, Elizabeth; Hatch, J. Amos
This paper represents an initial exploration of researcher-informant relationships which develop when naturalistic researchers spend long periods of time watching and recording the details of classroom activity for which a teacher has basic responsibility. The goals of this paper are to present a discussion of the significance of researcher-teacher relationships in naturalistic classroom studies; to discuss observations drawn from several classroom studies conducted by the authors; and to describe a continuum of researcher-teacher relationships. The continuum ranges from antagonistic-defensive relationships, through reluctant-protective and accommodating-cooperative relationships, to participating-collaborative relationships. Several implications designed to assist researchers are drawn: (1) decisions regarding researcher-teacher relationships should be made as part of the project design and should be based on research objectives; (2) the desired researcher-teacher relationship and a plan for maintaining it should be made explicit; and (3) researcher-teacher relationships should be actively monitored as studies are implemented. (BW)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Eastern Educational Research Association (West Palm Beach, FL, February 1984).