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Higher Education - It is widely believed that one publishes or perishes in academic life. This proposition is examined and evidence noted that shows salary and success of various kinds are related... 相似文献
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This article describes the phases that teachers went through in their engagement with innovative teaching strategies as part of a school‐based research consortium linked to a university department of education in England. The teachers recorded their experiences and responses in diaries which gave access to their dominant feelings and concerns during the innovation. The diaries were analysed to investigate changes in the entries over time. The six phases were: initiation, novice, concerns, consolidation, expansion and commitment. The analysis also indicates the changing nature of professional support that was important during each of these phases. The conditions that characterized the ‘working space’ created by the teachers are discussed and particular emphasis is given to the fact that they collaborated with each other and with outside agents. Evidence from later interviews is used to suggest that these conditions have had a lasting impact on the schools. Further these conditions are related to the concept of social capital and the school research coordinator exploiting a ‘hole’ in the organization. It is argued that social capital among teachers and school leaders is critical to large‐scale change. 相似文献
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There are pressures for researchers to demonstrate impact and relevance. This paper recounts the case of translating research into training on coaching for mass consumption in secondary schools in England as part of a Government strategy. The account describes how the materials were developed for the particular format and how they were fine tuned after piloting with teachers. The discussion raises a number of significant issues about the relationship between research and practice: publishing formats, the conditions necessary for establishing research‐based innovations and the vital importance of research‐user relationships. It is proposed that insufficient attention is given to consultants in English school improvement efforts as important brokers between research and its users. 相似文献
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In this paper, we explore what is known about teachers’ engagement in and with educational research with a special emphasis on teachers’ voice evoking their experience of participating in research. This will draw upon international contexts in order to suggest ways of utilising the benefits of research in practice. Our review is framed around five key themes between which there are interesting links. The first theme is purpose and consequence, which highlights the dimensions of teachers’ control and autonomy. This is related to the second theme—teachers’ learning and affective response. The third theme, agency, addresses the contextual factors influencing teachers’ experience of research, which opens up the fourth theme concerning the degree of trust and collaboration that is experienced by teacher researchers. The final theme is contradiction. This phenomenon is understood in the context of socio-cultural theory in that the teacher researcher is evolving practice and questioning the focus on aggregate examination results/targets and its associated technology. While the available evidence of teachers’ experience of research is overwhelmingly positive, providing an acceleration of professional understanding and new perspectives, which re-invigorates those teachers who do engage, it is not always experienced as such. Overall, we underline the importance of dialogic approaches and ecological agency, which relate to teachers’ multi-dimensional perceptions of and participation in research. 相似文献
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The development of pedagogies to meet the needs of diverse communities can be supported through inter-professional practice development. This article explores one such experience, that of speech and language therapists developing a new video-based coaching approach for teachers and teaching assistants in multi-cultural settings with high numbers of children learning English as an additional language. To support them in developing and trialling the coaching approach, the expertise of a teacher-educator and educational researcher was provided through a university business voucher. It is this working relationship that the article has as its practical focus, as it transformed to one of collaborative action research. The action research is described, providing the context for a discussion of the characteristics of collaborative action research and the proposal of a new model. This model offers a way of conceptualising collaborative action research through time, and of recognising the importance of the partners’ zones of proximal, contributory and collaborative activities in sustaining change and knowledge-creation. 相似文献
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