Literaturnachweis - Detailanzeige
Autor/inn/en | Ancess, Jacqueline; Barnett, Elisabeth; Allen, David |
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Titel | Using Research to Inform the Practice of Teachers, Schools, and School Reform Organizations |
Quelle | In: Theory Into Practice, 46 (2007) 4, S.325-333 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0040-5841 |
Schlagwörter | School Restructuring; Research Methodology; Performance Based Assessment; School Councils; Educational Change; Data Analysis; Researchers; Teaching Methods; High Schools; Educational Objectives; Teachers; Partnerships in Education; Case Studies; Decision Making; Writing Instruction; Secondary Schools; Professional Development Schulreformplan; Schulumwandlung; Research method; Forschungsmethode; Leistungsermittlung; Schulbeirat; Bildungsreform; Auswertung; Researcher; Forscher; Teaching method; Lehrmethode; Unterrichtsmethode; High school; Oberschule; Educational objective; Bildungsziel; Erziehungsziel; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; Case study; Fallstudie; Case Study; Decision-making; Entscheidungsfindung; Schreibunterricht; Sekundarschule |
Abstract | The authors describe how a university research center partners with intermediary organizations and high schools to use research methods to support particular goals. These researcher-practitioner partnerships establish goals, articulate effective strategies, and co-construct new approaches to address the challenges of school reform. The article presents two case studies. In the first, the center collaborated with a consortium of innovative secondary schools to build organization-wide capacity to use data to inform school-based decision making. In the second, the center collaborated with a school coach from a high school redesign intermediary to develop a process for using performance assessment data to spur a cross-disciplinary professional development focus on teaching writing. The cases demonstrate the critical importance of researcher-practitioner collaboration and research partners' responsiveness to the identified goals and emerging needs of partner organizations and of the schools and practitioners with whom they work. (Contains 2 notes.) (Author). |
Anmerkungen | Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |