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ERIC Number: EJ964418
Record Type: Journal
Publication Date: 2011
Pages: 4
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: ISSN-0890-6459
Why Joint Inquiry Partnerships between Practitioners and Teacher Educators Support Effective Education Reform
Paugh, Patricia C.; Fries, Mary Kim
Teacher Education and Practice, v24 n4 p468-471 Fall 2011
Despite years of controversy about what counts as rigorous educational research and significant amounts of taxpayers' support for related reform of U.S. public schools, serious inequities in U.S. K-12 education remain. The authors of this essay bring the perspectives of two tenured university teacher educators who share a background of over 40 years as K-12 teachers, to consider the role of joint collaborative inquiry between university teacher educators and practitioner researchers as a vital component for informing school change. They first ask that university culture recognize local funds of knowledge within scholarship as key to informing the global. Next, they request that professional organizations better promote scholarship that involves joint inquiry by acknowledging its multiple outcomes and audiences. In conclusion, they urge their colleagues to join dialogues within their field that recenter partnership research, making it visible and useful in the quest for effective educational reform.
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Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States