Teacher Research: Getting Started. Research to Practice.

Autor/in	Bardine, Bryan
Institution	Kent State Univ., OH. Ohio Literacy Resource Center.
Titel	Teacher Research: Getting Started. Research to Practice.
Quelle	(1997), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Educators; Adult Literacy; Educational Research; Literacy Education; Noninstructional Responsibility; Research Design; Research Methodology; Research Needs; Research Skills; Teacher Effectiveness; Teacher Researchers; Teacher Role + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Bildungsforschung; Pädagogische Forschung; Forschungsdesign; Research method; Forschungsmethode; Forschungsbedarf; Forschungsleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerforschung; Lehrerrolle
Abstract	Typically, teacher research is conducted because teachers want to have some questions answered. Starting effective teacher research begins by framing the question in a way that will yield the best research. Three important suggestions when framing teacher research questions are as follows: the question needs to be open ended enough to allow possibilities to emerge; teachers should choose research by considering what interests or intrigues them in their own classrooms; and teachers should investigate broader teaching dilemmas that have arisen. Two suggestions for teachers as they proceed include the following: adopt the research stance as a world view and view research as a way of questioning. The following forces propel teacher researchers forward: they search for what is behind their success; they address their concerns; and they search for their students' cutting edges. Teachers fulfill several different roles throughout their inquiries. They act as researchers as they build theory, as curriculum designers based on research results, and as teachers as they adjust their teaching based on study conclusions. Adult educators can find time to conduct research by using the following strategies: keeping a journal of classes; asking questions about ongoing teaching; and using the summer to write articles, do research, and prepare conference presentations. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01