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ERIC Number: ED403544
Record Type: Non-Journal
Publication Date: 1997-Feb-21
Pages: 9
Abstractor: N/A
Reference Count: N/A
Educational Researcher or Teacher-Researcher: Reflections on Journeying down the Sometimes-Divided Road.
Laster, Barbara P.
For one educator, her career as a researcher probably began when she was 7 and arranged her own "library" on the back wall of the family laundry room. During the summer between her junior and senior years of college, she worked at a state institution for the mentally retarded and found herself questioning why the "clients" were locked up there. Her life became a round of observation and data collecting--the study became a senior thesis, but without much guidance in research methods from her advisor. Early-in-their-career scholars can really use some guidance in a variety of analytic methods, even if their primary discipline embraces one particular research tradition. When the educator was a middle school reading teacher, she studied the development of one struggling student, and she was asked to present her findings for an audience--this put her in a teacher-researcher strand rather than in the more general strands related to research on instruction or literacy. Where is the line between teacher-research and the more "reputable" educational research? One difference is that a teacher in higher education must go through a review of research design before a faculty committee approves a project. A classroom teacher can make spontaneous judgments about assessment and instruction and record what happens. A traditional paradigm sees research as carefully planned, not evolving, and striving for objectivity. The new paradigm of "interpretive research" is still being defined in the field of education. (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A