ERIC Number: ED417909
Record Type: Non-Journal
Publication Date: 1998-Mar
Reference Count: N/A
Training Rural Teachers as Researchers: Guidelines for Conducting Field-Based Research in the Rural Classroom.
Collins, Belva C.; Grisham-Brown, Jennifer; Schuster, John W.
The ability to conduct field-based research is a particularly valuable tool for special education teachers working in isolated rural areas. To address this need, the University of Kentucky's Developmental and Behavioral Disorders Program focuses on preparing graduate-level special education personnel to work in diverse settings; provide consultation, inservice training, and information dissemination; and analyze and conduct applied research. In addition to this on-campus program, distance learning coursework is offered through the Training Rural Educators in Kentucky (TREK) projects. All students must complete three courses that teach research and related skills: an advanced course in applied behavioral analysis; a course focusing on instructional methodology; and a course in single-subject research design. Rural research is facilitated through a graduate course that focuses on instructional issues and methodologies: group instruction, instructive feedback, embedded skill instruction, and observational learning. These skills are utilized and implemented by students in their own classroom setting. The thesis requirement of a classroom research project trains rural educators who are geographically and professionally isolated to independently solve classroom problems. Teachers acquire the skills needed to objectively analyze the classroom environment and student behaviors, generate hypotheses, implement and modify behavioral and instructional programming, and use research results to defend or discard classroom practices. Two examples include a teacher research project and a collaborative study conducted by a program graduate and a faculty member. Practical applications and issues in rural research are summarized. (SAS)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A