Teachers as Researchers: Implementation and Evaluation of an Action Research Model.

Autor/inn/en	Berlin, Donna F.; White, Arthur L.
Institution	National Center for Science Teaching and Learning, Columbus, OH.
Titel	Teachers as Researchers: Implementation and Evaluation of an Action Research Model.
Quelle	In: COGNOSOS: The National Center for Science Teaching and Learning Research Quarterly, 2 (1993) 2, S.1-3 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Action Research; College School Cooperation; Educational Innovation; Educational Practices; Elementary School Teachers; Elementary Secondary Education; Evaluation Methods; Higher Education; Research Design; Research Methodology; Research Skills; Research Utilization; Secondary School Teachers; Teacher Researchers; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Projektforschung; Instructional innovation; Bildungsinnovation; Bildungspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Forschungsdesign; Research method; Forschungsmethode; Forschungsleistung; Forschungsumsetzung; Lehrerforschung; Theorie-Praxis-Beziehung
Abstract	The model presented in this document focuses on an action research project known as the Academic Challenge Program (ACP). The program is designed to facilitate the collaborative, systematic development of research-based, innovative educational practice and to bridge the gap between educational theory, research, and classroom practice. General goals of the program are to promote collaboration between institutions of higher learning and state educational systems including practitioners and administrators; and to provide leadership in the following areas: identification of educational needs and problems; new knowledge about teaching and learning; the translation of new knowledge into classroom practice; the evaluation of new practices; and the dissemination of research findings and instructional materials. Specific objectives of the program are: to provide teachers with knowledge and experiences related to innovative teaching methods and materials, as well as the knowledge and experience needed to conduct classroom-based research; and to develop, implement, evaluate, and disseminate innovative teaching methods and materials. The ACP consists of three interrelated phases: pedagogical awareness; research, development, and evaluation; and classroom application. The report concludes with a discussion of the relationship between components of the ACP and the academic year. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC