Exploring the Experiences of Teachers Undertaking Educational Design Research (EDR) as a Form of Teacher Professional Learning

Autor/inn/en	Dunn, Ryan; Hattie, John; Bowles, Terry
Titel	Exploring the Experiences of Teachers Undertaking Educational Design Research (EDR) as a Form of Teacher Professional Learning
Quelle	In: Professional Development in Education, 45 (2019) 1, S.151-167 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2018.1500389
Schlagwörter	Educational Research; Instructional Design; Teacher Education; Faculty Development; Urban Schools; Teacher Improvement; Educational Planning; Textbooks; Instructional Innovation; California + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerausbildung; Lehrerbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsplanung; Textbook; Text book; Schulbuch; Lehrbuch; Educational Innovation; Bildungsinnovation; Kalifornien
Abstract	The study discussed in this article examines the experiences of teachers participating in a district-wide Educational Design Research (EDR) initiative, with a particular focus on any perceived changes in teacher practices. McKenney and Reeves (2013) claimed that one of the two main goals of EDR is to benefit practice, but to date this claim has been underexplored in the literature. To test this claim, data for this quantitative study was collected from 344 teachers in an urban school district in California. The findings illustrate that EDR did enable the majority of teachers to enhance their teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01