ERIC Number: ED294861
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
Educational Practitioners: Absent Voices in the Building of Educational Theory.
Evans, Claryce L.; And Others
A discussion is presented on the lack of fit between educational research and educational practice. It is pointed out that traditional research is likely to be particularly inaccessible to female practitioners who may feel more aliented by and excluded from the world of research than their male colleagues. Teachers need to participate actively in research in a way which is individually meaningful and which enhances rather than interferes with their primary activity, classroom teaching. A description is given of the work of the Educators' Forum, a seminar designed to stimulate and support practitioner research. The Forum encourages teachers to participate in practitioner research, through which they learn to take seriously and articulate what they know and to discover ways to find out what they don't know. The seminar supports sustained professional dialogue based on the teachers' own knowledge of their educational practice. The research agenda consists of their own individual concerns. This effective participation in educational research is demonstrated by case studies reported by three elementary teachers who conducted research in their classrooms. (JD)
Descriptors: Action Research, Case Studies, Classroom Research, Elementary Education, Instructional Improvement, Teacher Improvement, Teacher Participation, Theory Practice Relationship
Wellesley College Center for Research on Women, Wellesley, MA 02181 ($3.50).
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Wellesley Coll., MA. Center for Research on Women.
Note: Paper presented at the Conference on Research and Women in Education (12th, Washington, DC, November 1986).