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ERIC Number: ED342528
Record Type: Non-Journal
Publication Date: 1991-Mar-20
Pages: 13
Abstractor: N/A
Reference Count: N/A
Rural Educators Helping Themselves as Teacher Researchers.
Kern, Sherry J.; And Others
This paper traces the role of the classroom teacher in the development of educational research and presents a study surveying funded research conducted by classroom teachers in a number of rural Arkansas school districts. Historically, there has been a lack of reporting of research studies attributed to classroom teachers. Action research is a current attempt to collaboratively involve teachers and teacher training institutions in research. Collaborative research is part of the teacher-as-researcher movement. In this partnership, classroom teachers team up with more traditional researchers who tend to be university-based. This relationship takes advantage of the different expertise and perspectives each partner brings to the situation. To study funded research conducted by teachers between 1986 and 1991, a questionnaire was sent to 11 rural Arkansas school districts. Data were analyzed by: (1) size of the community in which the schools are located; (2) funding sources; (3) year of funding; and (4) elementary or secondary level. Large school districts generally were able to receive more funding than small districts. Elementary schools secured more overall funding than secondary schools, primarily through private sources. Overall, smaller schools had a more limited funding base. There was a significant increase in funds secured during the last two reporting years. Teacher researchers from small communities may need to establish links with local businesses to gain financial support for classroom projects and to actively seek support for small research grants. (KS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A