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ERIC Number: EJ917305
Record Type: Journal
Publication Date: 2011-Mar
Pages: 5
Abstractor: ERIC
Reference Count: 19
ISBN: N/A
ISSN: ISSN-1053-4512
Benefits of Teacher Collaboration across Varying Stages of the Research Process
Lang, Russell; Page, Sue
Intervention in School and Clinic, v46 n4 p230-234 Mar 2011
Professionals mostly agree that scientific research should guide practice in education. The Individuals with Disabilities Education Improvement Act (IDEIA; 2004) and the No Child Left Behind Act (2002) require that students with disabilities receive research-based practices in the "least restrictive environment." Because the least restrictive environment is often considered to be the general education classroom, the responsibility to implement research-based practices frequently rests with the classroom teacher. However, during their initial teacher training and certification, many teachers may not have received formal instruction regarding the implementation of current research-based practices. Subsequently, teachers often feel detached from the very research base they are now required to utilize. One suggestion for helping to bridge the gap between research and practice is to involve teachers in the research process. There are three stages in the research process in which teachers can be meaningfully involved: (a) planning stage, (b) implementation stage, and (c) evaluation stage. Suggestions for teacher involvement during each stage, and the benefits of different types of involvement, are described. This article has two goals: first, to inspire teachers to be involved in research when opportunities arise; second, to offer practical methodological suggestions for including teachers in research. (Contains 1 table.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001