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Teacher Research
Carol Bedard, Ph.D.
Greater Houston Area Writing Project
Teachers Are Knowers(Cochran-Smith & Lytle, 1993)
Research defined
Contributions and Criticisms of teacher research
Components of a research study
Example of a teacher research inquiry
Group Work
Teacher Research Defined
Teacher research is a distinctive way of knowing about teaching and learning. It involves the careful study of students in educational practice---what and how they learn. The research is personal because it represents not only the search for general principles or theories of school curriculum or classroom instruction but also the search for understanding and improving one’s everyday practice (Zeichner & Noffke, 2001).
Teacher Research Contributions
Knowledge Generation for:
One’s own practice (Cochran-Smith & Lytle, 1993)
Immediate community of teachers (Feiman-Nemser & Featherston as cited in Cochran-Smith &
Lytle, 1993)
Larger community of educators (Calkins, 1985)
Teacher Research Contributions
Teacher research adds another dimension
to the student/teacher relationship.
“Now I need them [students] as much as they need me.”
(MacLean and Mohr, 1999, p. 21)
Teacher Research Contributions
Teacher research creates opportunities for professional development (Goswami & Stillman, 1987).
Research presentations at national, state, and local conferences.
Research presentations at school-district in-service meetings.
Research published in educational journals.
Teacher Research Criticisms
Teacher Research adds to a teacher’s workload (Zeichner & Noffke, 2001).
Does teacher research maintain standards for methodological rigor? (Cochran-Smith & Lytle, 1993)
How ToConduct Teacher Research
Formulate research question (s) Conduct a literature review Establish methodology
1. Research design
2. Instructional context
3. Participants
4. Instrumentation
5. Data collection strategies
How-ToConduct Teacher Research
Obtain permission from parents/students/ administration
Collect data Determine relevant data Analyze data Draw conclusions, implications Draft Publish/Present results
Teacher Research Example
The Relationship Between Talk in Peer-
Response Groups and Students’ Writing in
Fifth-Grade Classrooms
Research conducted during the 2003-2004 school-year.
The Questions
1. How can talk in peer group conferences be characterized?
2. Will talk about writing in peer group conferences influence the outcome of the final draft? In other words, in what ways will suggestions given in the conferences be taken into account and acted upon?
Literature Review Topics
Teacher Research
The Writing Process Model for Teaching Writing
Genre Development
Classroom Talk
Collaborative Learning
Methodology
Research Design:Conducted teacher research using
sociolinguistic and ethnographic methods.
Instructional Context: Writing Workshops in two fifth-grade
classrooms.
Methodology
Participants:
24 fifth-grade students
Instrumentation: Two writing rubrics Two student surveys
Methodology
Data CollectionData were collected from a variety of sources including: field notes of writing workshop activities audio tapes of peer writing group conferences video tapes of selected writing workshop activities student written work from two essays, an informative
essay and a narrative essay student surveys student interviews.
Methodology
Determine Relevant Data Peer Conference Transcriptions Student Writing Student Surveys Fieldnotes
Analyze Data
Code, chart, reflect
Findings
The optimal group had mixed-gender members with similar academic abilities.
Students learned to talk in an exploratory manner (Students supported their ideas with facts and challenged the ideas of others.)
Students learned the importance of each member’s contributions, learned to value differences, and learned to stay on task.
Groups that remained together for the entire year developed positive working relationships and benefited from knowing each group member’s strengths, weaknesses, and operating styles.
Group members expanded their problem-solving skills.
Implications for Writing Teachers
Student Suggestions:
1. Writing proficiency influences suggestion usage
2. Explicit suggestions are more often incorporated
3. Groups felt they were helped in both informative and narrative essays, but the help was different.
4. Instructional content (mini-lessons) influences the content of the writing conferences.
Implications for Writing Teachers
Empowerment: Student voices were heard
Students gained a sense of empowerment—involvement
Through talk students developed a concept of self
Implications for Writing Teachers
Process: Peer-group conferences encourage revision Both criterion based feedback and reader based
feedback are useful
Learning: New perspectives were introduced Conferences provided opportunities to practice
exploratory talk, assimilate new and old knowledge, and use higher cognitive functions
Implications for Collaborative Learning Students must be taught how to work in collaborative
groups
Each group developed its own personality and operating style
Students gained respect for student knowledge
Encouraged group norms for interaction and behavior
Diminished student indifference
Group Work
Brainstorm possible research questions.
Participate in a collaborative activity.
Big group reflection on collaborative activity experience.
References
Calkins, L.M. (1985). Forming research communities among naturalistic researchers.In B. McClelland & T. Donovan (Eds.). Perspectives on research and scholarship incomposition (pp. 125-144). New York: Modern Language Association.
Cochran-Smith, M. & Lytle, S. (1993). Inside outside: Teacher research and knowledge.New York: Teachers College Press.
Dawes,L., Mercer, N., Wegerif, R. (2000). Thinking together: A Programme of activities fordeveloping thinking skills at KS2. Birmingham: The Questions Publishing Co. LTD.
Goswami, D. & Stillman, P. (1987). Reclaiming the classroom: Teacher research as anagency for change. Upper Montclair, MJ: Boynton/Cook.
MacLean , M.S. % Mohr, M.M. (1999). Teacher researchers at work. Berkeley, CA: NationalWriting Project.
Zechner, K.M. & Noffke, S.E. (2001). Practitioner research. In V. Richardson (Ed.). Handbook of research on teaching. Washington, D.C.: American Educational ResearchAssociation.