Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
¶ … professional field reside in a place of power that elevates them above the clinicians and practitioners in the inevitable contests for voice and influence. Certainly this dynamic is influenced by the perception that it is research and researchers -- not, for instance, teachers and teaching -- who move the professional fields forward by contributing to theory and providing a basis for evidence-based practice. The growing interest in action research stems from the widespread acceptance by people other than teachers that "the practical knowledge of teachers is undervalued" (Stewart, 2006). Even when practicing teachers and university researchers collaborate in an action research project, the "powerful tensions" that Stewart (2006) emphasized can be observed through the struggle in which the action research participants engage as they determine how to represent the knowledge they are developing about teaching.
McCotter (2001) examines an approach to resisting the hegemony that is characteristic of educational systems. Her perspective is guided by critical theory and critical feminism theory, with the focus of her collaborative group experience turning to an exploration of social justice in the classroom. While McCotter's research is grounded in the collaborative teacher discussion groups associated with Literary Education for a Democratic Society (LEADS), her inquiry is similar to the situations Stewart (2006) described and critiqued. Both authors deal with conceptualizing collaborative ways that teachers can consider, reflect on, and change their practice.
Action research locates the teachers' inquiry as an authentic aspect of their work and their insights are observed to contribute to change on a larger scale, as well as offering opportunities for critical dialogue among teachers and researchers, as the case may be.
References
Burns, A. (n.d.). Doing action research. What's in it for teachers and institutions? International House of Education and Development.
McCottor, S.S. (2001). Collaborative groups as professional development. Teaching and Teacher Education, 17, 685-704.
Stewart, T. (2006). Teacher-researcher collaboration or teachers' research? TESOL Quarterly, 40(2), 421 -- 430.
In particular, they specify the need for students to be good listeners, team players, and to make compromises to work toward mutual goals (Scheuerell, 2010). Group work must be a time for students to engage in productive and accountable collaboration around a task or problem that causes them to rely on one another's part or participation to ensure successful completion. Successful group work can be designed and presented to the
Education Research It appears that the school systems are failing here in America. Every year test score trend downward as a continual new stream of information floods into the public consciousness. More schooling and more intensive schooling efforts have shown little if any progress in recent decades and before any more money or energy is thrown at these problems indiscriminately, a tactical pause to contemplate the situation seems in order. New problems
The empirical design and its results, not age, should determine the validity and relevance of a given educational theory. Too often, educational policy makers and the professional support system skip from level one research (theory and conjecture based on correlations) to policy. A shared knowledge base might be created from theory alone and as Grossen (nd) points out, it often is. "Most of the educational practices that become widely
Education Research Planning What are the critical aspects? According to the United States Government's "National Directions in Education Research Planning," educational research planning must emphasize focus and selectivity in curriculum design and "concentrate on those areas that the public and profession believe are important as well as those that will become important," to render education practical for student's future lives outside of the classroom. Student learning is the touchstone issue and there
Most of the time research results are often used as the basis for a lot of other research. If a particular piece of research is done in an unethical way or has a hidden agenda to it then the ramifications of this could be very widespread. Research must be designed and carried out so that it is as accurate as possible. Many times there are important things in people's lives
At this stage also, a questionnaire or instrument is formulated and kinds of analysis to be conducted after data collection are determined. These rigorous steps of developing the methodology for a research are culminated with the conduct of the data collection itself, which, in the example given earlier, the research collected data through the survey method. After collection, processing of the data would be next, followed by the analyses and