Teachers as researchers: A study of K-12 teacher researchers, their systematic inquiry, and the types of research support they value.

摘要

As researchers in their own classrooms, K-12 teachers gain new insights which can be used to identify effective teaching/learning strategies and aid in instructional decision-making. Instead of being informants or subjects for the research projects of others, these teacher researchers pose their own research questions and conduct research that helps them determine what makes a difference in their students' learning.;In this study, K-12 teacher researchers were surveyed to determine the types of research support they received and considered important. This study also describes certain individual characteristics of the participating teacher researchers, their initial projects, their research preparation and support, and the perceived effects of their research findings. In order to obtain this descriptive data, a written questionnaire and telephone interviews were utilized. The K-12 teachers who completed the questionnaire and participated in the interviews had been participants in Project LEARN (League of Educational Researchers in the Northwest).;The characteristics of the teacher researchers in this study were generally representative of K-12 teachers nationally. Their research projects covered a wide array of topics and employed various data collection methods. As a result of their research, these teachers felt a strengthened ownership of their teaching practice and described positive changes which occurred within their schools.;Most teachers reported receiving the following types of research support: training in research methodology, assistance from other K-12 educators, support from experienced researchers and release time to meet with other teacher researchers.;In order to encourage this alternative research tradition, professional educational organizations, educational research organizations, school districts and institutions of higher education have recently begun to provide various types of incentives and assistance to K-12 teachers who conduct research.;The most important types of research support for these teachers were: evidence that their school or district valued their research, opportunities to make changes in their professional practice and their school's policies and practices, and having release time.;Based on the conclusions and implications of this study, recommendations are presented for institutions of higher learning, schools and districts, K-12 teachers and future researchers.