| Autor: |
Martell, Christopher C., Carney, Mary M., Marin, Katherine Ariemma, Hashimoto-Martell, Erin A. |
| Předmět: |
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| Zdroj: |
Teacher Educator; Oct-Dec2021, Vol. 56 Issue 4, p399-426, 28p |
| Abstrakt: |
Scholars have theorized about the growing movement of teacher research, where school-based practitioners engage in systematic examinations of their own work. They have argued that teacher research challenges relationships of knowledge and practice, as teacher-researchers are likely to ask different questions and offer different perspectives compared to university-based researchers. Synthesizing teacher research studies published in peer-reviewed journals across the content areas of mathematics, science, social studies, and literacy/language arts, this review compares the questions asked and the results reported on content area studies done by PreK–12 teacher- and university-based researchers. This review provides a critical examination of our understanding of classroom instruction and student learning, revealing the important potential of practitioner research to inform educational change. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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