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16 Jan 12
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06 Nov 11
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improving teaching, to test educational theory, or to evaluate and implement an educational plan
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- the teacher's primary role is to teach and any research project must not interfere with or disrupt this commitment;
- the method of data collection should not be too demanding on the teacher's time;
- the methodology used must be reliable enough to allow teachers to formulate hypotheses confidently and develop strategies applicable to the classroom situation;
- the teacher should be committed to the research problem under study;
- teachers must follow ethical procedures when carrying out research; and
- classroom research where possible should adopt a perspective where all members of a school community build and share a common vision.
- the teacher's primary role is to teach and any research project must not interfere with or disrupt this commitment;
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- the teacher's primary role is to teach and any research project must not interfere with or disrupt this commitment;
- the method of data collection should not be too demanding on the teacher's time;
- the methodology used must be reliable enough to allow teachers to formulate hypotheses confidently and develop strategies applicable to the classroom situation;
- the teacher should be committed to the research problem under study;
- teachers must follow ethical procedures when carrying out research; and
- classroom research where possible should adopt a perspective where all members of a school community build and share a common vision.
- the teacher's primary role is to teach and any research project must not interfere with or disrupt this commitment;
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- Decide on a focus
- Start with autobiographical data by locating your best professional self. Some questions you might ask - What are your broad interests in teaching and learning? What are your specific interests? What are manageable questions? Choose something you feel passionate about.
- Justify that the project is your best solution to the problem.
- Start with autobiographical data by locating your best professional self. Some questions you might ask - What are your broad interests in teaching and learning? What are your specific interests? What are manageable questions? Choose something you feel passionate about.
- Develop a plan to gain insights
- Develop a time-line to gather evidence or data to examine what you are trying to accomplish/resolve/do in light of "what you do not know yet".
- Decide what evidence you want to collect. Evidence includes such things as questionnaires/surveys, observations (video or written notes), collaborations ( i.e. video or audio tape of meetings, peer coaching) interviews, tests and records, student work, video and audio tape transcripts, personal journal, library readings, etc.
- Develop a time-line to gather evidence or data to examine what you are trying to accomplish/resolve/do in light of "what you do not know yet".
- Analyze the data by looking for patterns, or themes across the evidence
- keep logs and journals, periodically read over the evidence, code data from themes and patterns, draw or chart patterns, try to summarize what you have learned as you go, by noting images, metaphors, and any new questions.
- check out your understandings by triangulating evidence (same theme, code, pattern appears in more than two types of data), and by talking to peers, students, friends.
- keep logs and journals, periodically read over the evidence, code data from themes and patterns, draw or chart patterns, try to summarize what you have learned as you go, by noting images, metaphors, and any new questions.
- Report on what you have learned
- to your colleagues, to parents, at conferences, in journals.
- summarize what you learned -- in an essay, narrative, poster, video, . . . poetry.
- tell how the problem changed, didn't change, or became worse because of changes in your practice.
- to your colleagues, to parents, at conferences, in journals.
- Decide on a focus
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03 Oct 11
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28 Sep 11
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01 Jun 11
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15 Jan 11
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the teacher's primary role is to teach and any research project must not interfere with or disrupt this commitment;
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17 Apr 07
Sarah PuglisiKURT LEWIN IS MY THING
Traditional educational research has limited usefulness for classroom teachers. It often requires the carrying out of specific research projects to the exclusion of their teaching. When educators talk about teacher research, or tea -
11 Dec 04
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