Chapter 1, An introduction to teacher Research
teacher research is strongly contested
p4 ) teacher researchers are:
the goals of teacher research.
1) enhance teachers role of identity: dognity, self-worth, shared fund of professional knowledge p.5
2) controbute to improved teaching or instruction
standards negates diversity
p.6) increase teacher skills
A different point of view.
p.7
"First, we do not believe that teacher research must be confined to direct or immediate research of classrooms."
...
"Teachers may learn much of value for informing and guiding their current practice by investigating historical, anthropological, sociological or psychological studies and theoretical workconducted un other places and/or at other times. These could be studies of policy, communities, social class, the work world, non-standard language varieties and so on."
p.8 "To confine teacher research to immediate investigation of classroom settings may cut teachers off from opportunities to gain important insights and knowledge they might miss by simply doing one more classroom study.
Second, we disagree that teacher research should be defined in terms of teachers researching their own classrooms."
"Furthermore, we do not think teacher research must be conducted independently of formal academic involvement."
p.9 ) "idea of teacher research building on teachers' own questions, wonderings, hypotheses and concerns."
Teacher research and professional enhancement.
p.10 "question some of our own assumptions" "work in other circumstances or to apply to other cases."
p.11 deciding how we will analyze our data. "rigorous forms of case study inquiry have the potantial to provide illuminating and fruitful insights into classroom-based teaching"
12. "Learning that offers teachers and other educators a sound basis for making professional decisions and judgements."
mentions Senhouse (1975, Chapter 10) where "teachers themselves study their work rather than simply) having it studied by others. "
"extended professionalism"
* the commitment to systematically question their own teaching as a basis for development;"
* the commitment and skills to study their own teaching;
* a concern to question and test theory in practice by using those skills.
LIKEN TO HAVING A COACH IN BASEBALL HITTING OR ACTING.
THINK METHODICALLY so teaching and learning can improve. Name or conceptualize tendencies.
Make systematic sense of qhat goes on in a given site.
understanding, conceptualize,
INSIGHT is based on experience. METHOD is based on memory of other experiences. The students are the actors, the teacher is the director.
p. 13 Ann Berthoff : create new knowledge by transforming unprocessed experience into meaningful or 'senseful' experience ( mention SENSE MEMORY )
p. 14 Berthoff (1987:31) stresses theory in teacher research. It is like basics of a baseball swing.
Theory is attached to exercises.
p.15 ) 2 charter concepts of teacher research ( Fishman and McCarthy (2000:14-15,22) address classroom challenges on your own terms.
BERTHOFF DOES NOT ADVOCATE THE SAME KIND OF DATA COLLECTION AS STENHOUSE. berthoff "Breathe new life." through composition ( Mention a composer ) like a music score affects a movie script.
Keep academic researchers out of classrooms BERTHOFF ( 1987:30) FISHMAN AND MCCARTHY 2000:15) ( I DISAGREE ) observation by an outsider can be a fun event. I recall a couple of classes where NJCU Prof. Litchman came to observe a range of classes from those who did well on standardized tests to the "hard to teach" but not classified category.
16: 'data collection' vs. teacher stories ( Fishman and MacCarthy : 2000:3)
17. Teacher inquiry needs a system. The percent of theory vs. analysis will be different for different teachers the same way no two great hitters have exactly the same swing in baseball or two composers create the same piece of music based on the same style.
18. Writing experiences can foster dialogue. Now we have tools like skype and webinars that allow many teachers to be in the same electronic rooms even if they are in different geographic locations.
19. "school ways" research as writing involves the grade level but alos the personality of the school. This comes from the administrators. Some teachers do well to be more careful than free with how they word criticism they wish to be constructive.
20. QUOTE:
"where teacher researchers We think that associating 'data' with 'experience' can be interpreted in ways that work against teacher researchers do engage in 'collecting data' it is often done in ways that simulate processes of acquiring experience. These are frequently beyond our control, unforeseen, ad hoc and random. We think that associating 'data' with 'experience' can be interpreted in ways that work against teachers investing data with the kind of 'systematicity' necessary for maximizing the quality and trustworthiness of data that is essential for valid research.
Question : What is the level of the process? 3D printing is new like a grade school different form HS)
The "bottom line" requirement for research is that out inquiry be systematic For inquiry to be systematic means it is neither random or arbitrary.
What counts as systematic procedure for a field of inquiry is at the heart of what counts as appropriate practice.
p.21) 6 generic features of ersearch as systematic investigating that apply as much t teacher research as to any other research categories.
1. research issue carefully and clearly framed and that is manageable.
2) an appropriate research design that matches our research question.
3) something that informs the research question and how to tackle it.
4) A suitable approach to gathering data.
5) Some kind of analysis and interpretation components.
page 23.
6) Some statement or artefact that exemplifies and elucidates the five features above, conveys the conclusions drawn from the study, and identifies their their implications for our work.
p. 24
Chapter 2) teacher research as systematic inquiry.
Research questions and research purposes.
a good quality well framed research question is
* clear, concise and focused; informed; motivating or personally meaningful; manageable and doable; significant; does not already have readily accessible answers.
p.25 Purposes; problems; questions; aim; objectives.
p.26 Having and INFORMED research concern. ( Experience on 3D printers )
p.27
research should become an aspect of the way we 'do' our professional lives.; a way of 'going about our practice'; not just some one -off thing we do because we think we should, or to get a qualification.
Frming and appropriate research design
research MOBILIZES evidence.
* There is some kind of order to things.
Framing an appropriate research DESIGN.
appropriate under certain conditions. An igloo would not work in Florida. ( Comment about testing , mathematics, word problems )
develop a research design 5 main ideas.
1. build on clearly and concisely framed problems and questions and a clear sense of our research purposes.
2. guided by theoretical and conceptual frameworks that help clarify the questions, problems, and purposes we are concerned with,
p. 28
3. strategy for collecting and organizing data that is relevent.
4. strategy for analyzing data
5. strategy for interpreting the analysis of our data.
UNLESS ONE HAS A RESEARCH DESIGN, IN THIS SENSE ONE IS NOT DOING RESEARCH AT ALL.
P.29 Research Designs vs. Research Paradigms.
Quantitative : Measured.
Qualitative: Hypotheses
Triangulation: a piece of information is "Backed up"
P.30
*** "QUALITATIVE RESEARCH NEED NOT EMPLOY HYPOTESES OR samples or numbers. It might involve watching what people do, talking to them about it, asking other people about it and trying to understand and explain what is going on without any recourse to numbers or statistics or variables whatsoever."
p.39
END
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