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ERIC Number: EJ1001870
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-1935-3308
Empowering Educators through Teacher Research: Promoting Qualitative Inquiry among K-12 Educators
Clarke, E. Jason
Journal of Ethnographic & Qualitative Research, v7 n2 p64-79 Win 2012
The desire to find pedagogically effective uses of technology in K-12 education has exposed the need for reliable professional development programs that empower teachers to identify the problems and needs they have in their classrooms, apply a process of systematic inquiry in order to discover solutions to those problems, and to share those findings with other teachers in their departments, schools, districts, and around the world. This qualitative study of 37 team leaders who each led groups of 4-6 educators through a professional development program designed to promote teacher research-based qualitative inquiry at a large Colorado school district found that the program empowered educators, promoted the effective use of technology, helped motivate and engage students, and through each participant's teacher research report, produced valuable qualitative data.
Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado