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ERIC Number: EJ962419
Record Type: Journal
Publication Date: 2012
Pages: 21
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-0887-8730
K-12 and University Educators Working Together toward Change: Initiating a Conversation about Practice
Fisher, Mary; Rogan, Patricia M.
Teacher Educator, v47 n2 p123-143 2012
This case study of a joint school/university professional development opportunity explored how 12 practitioners came together to examine change in light of discrepancies between current practice in local schools and promising practices recommended in the literature for students identified as having significant disabilities. The group met monthly over the course of one school year to study action research and to examine aspects of individual practice and their emerging identity as a community of learners. Participants explored perceptions about promising practice relative to actual practice engaged in by K-12 teachers, the impact of ongoing structured conversation on individual practice, and the impact of group membership for both individual participants and school/university partnerships. After one academic year, participants reported that the impact of this structured conversation was highly meaningful with respect to positive change in individual practice, the creation of a new support network for participants, and the development of new understandings between university and K-12 practitioners. Findings are discussed in light of implications for researchers, teacher educators, and K-12 practitioners in their various roles as agents of social change. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Higher Education; Junior High Schools; Middle Schools; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A