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In particular, the center sought to define the kind of knowledge needed to teach more challenging forms of academic subject matter to diverse learners. I directed the center from its inception in until The center was funded by the U. Department of Education through two five-year grants. Its research agendas were quite different during the first five years and the second five years.

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In the second five years , the center oversaw a mixed portfolio of work. Here is a brief summary of its early findings. The center continues to operate a web page here at Michigan State, and many of its products are available there.

Concepts of the teacher as researcher and reflective teacher: perspectives about teachers' work

Use the link under "Affiliations. Here are some products from the center that continue to be of interest today. Kennedy, M. This was a theoretical framework that made no mention of learning but soon took on a life of its own, as the learning pyramid. There is not — and never has been — any evidence to support those claims and yet they still appear in continuing professional development CPD sessions and advice to teachers. Another example is the idea that pupils should be taught according to their learning style.

In my experience, few schools ever told teachers to stop teaching different learning styles; they just stopped mentioning it — so its use died out, but not necessarily the underlying belief. Take the use of lollipop sticks in the classroom, where every pupil in the class has a number, and those numbers are also written on lollipop sticks — when asking a question, you choose a stick and ask that pupil. Does this mean that we should give up on educational research? One increasingly common solution is for the school to invest in the role of a research lead.

This avoids duplication of effort and improves pupil learning. As part of this role, Jade Slater, assistant headteacher at Walton High School, creates a newsletter each term to summarise a range of educational research and discuss its application in the classroom.


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She also runs optional in-house training, with the opportunity for teachers to carry out their own research on effective teaching. This encourages teachers to engage with the research of others and reflect on their own practice.

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However, teacher research need not be less rigorous or objective than that of the academic variety. Hairon advises teachers to follow the steps of doing research e. As long as every step is done systematically, your research would have met the criterion of rigour. The idea of teachers doing research will only be sustainable if teachers themselves want to embark on it. Here, the school leadership plays a very important role in enabling them to do so.

About the authors

Hairon, who studies educational leadership in Singapore, advises school leaders to build capacity through appropriate professional development. Instead of action research workshops that last only a couple of days, teachers may benefit more from having an external consultant or teachers with experience in teacher research to guide them along every step of the research process. It sounds logical.

The same certainly applies to research. The advantage of teacher research is that it brings teacher learning and teaching really close together. Hairon Salleh is the Guest Editor of this issue. His research interests and publications cover teacher professional development, specifically teachers learning in communities, action research, educational leadership, education change and reform, critical ethnography and critical theory.

A team of teachers from three primary schools conceptualized and developed a special in-school programme ….


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Research to Practice - "Teacher Research: Forms & Possibilities"

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