ERIC Number: EJ932217
Record Type: Journal
Publication Date: 2011-Jul
Abstractor: As Provided
Reference Count: 38
The Vulnerable Population of Teacher-Researchers; or, "Why I Can't Name My Coauthors"
English Education, v43 n4 p321-340 Jul 2011
Educational researchers are accustomed to institutional review board (IRB) requirements (e.g., protecting participants) with students often identified as the only "vulnerable population" for IRB purposes. However, as practitioner research has gained more prominence, the vulnerability of teacher-researchers themselves has begun to surface. In this article I tell the stories of teachers who felt ostracized as a result of engaging in research and publication. Drawing on research from Scandinavia and Australia, I present some reasons why teachers might seek to "cut down" colleagues who conduct and publish research. Finally, I present suggestions for university-based researchers and teacher educators who wish to help practitioner researchers prepare for any potential backlash as well as some questions for future research.
Descriptors: Public Schools, Educational Research, Teacher Researchers, Teacher Motivation, Work Environment, Peer Relationship, Value Judgment, Teacher Role, Group Dynamics, Conflict, Middle Schools, Teacher Attitudes, Resistance to Change, Anti Intellectualism, Theory Practice Relationship, Professional Isolation, Interprofessional Relationship, Barriers, Success, Power Structure, School Culture, School Community Relationship, Ethics, Observation, Foreign Countries, Teaching Conditions, Context Effect, Teacher Improvement, Politics of Education
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia; Norway; Sweden; United States