A Collaborative Research Initiative between Middle School and University Faculty

Autor/inn/en	Parke, Carol S.; Taylor, Jeanne K.
Titel	A Collaborative Research Initiative between Middle School and University Faculty
Quelle	In: Research in the Schools, 15 (2008) 2, S.20-35 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-5300
Schlagwörter	Professional Development Schools; Student Attitudes; Partnerships in Education; Social Environment; College School Cooperation; College Faculty; Middle School Teachers; Research; Teacher Collaboration; Questionnaires; Grade 6; Grade 7; Grade 8; Educational Change; Change Strategies; Longitudinal Studies; Data Collection; Research Methodology; Educational Environment; Access to Computers + Suchen Sie Ihr Suchwort? Schülerverhalten; Hochschulpartnerschaft; Soziales Umfeld; Fakultät; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Forschung; Lehrerkooperation; Fragebogen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Bildungsreform; Lösungsstrategie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Data capture; Datensammlung; Research method; Forschungsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This paper describes the process and results of teacher-research conducted at Parkside Middle School, a Professional Development School in an Appalachian state. Working together as a team, teachers and a university faculty liaison examined students' perceptions regarding academic and social climate issues. A questionnaire containing Likert-type and open-ended items was designed and administered annually to all 6th, 7th, and 8th grade students (n = 360) for 3 years. Quantitative and qualitative data were analyzed by the team and served as a source of evidence to evaluate the effectiveness of the school's reform efforts and initiatives. Teacher involvement in all aspects of conducting longitudinal research, from designing questionnaires to determining the meaning of results, enabled them to take ownership of the data, stimulated productive and professional dialogue among faculty, and strengthened the collaborative partnership between the school and university. (Contains 4 notes, 5 tables, and 4 figures.) (As Provided).
Anmerkungen	Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/rits.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10