Teacher research as professional development for P–12 educators in the USA[1]
Open Access
- 1 June 2003
- journal article
- research article
- Published by Taylor & Francis in Educational Action Research
- Vol. 11 (2) , 301-326
Abstract
This article reviews selected research related to the professional development impact of school-based teacher research programs for P-12 educators in the USA. Following the presentation of a framework that describes the dimensions of variation in P-12 teacher research in the USA, the article examines the results of several studies of school-based teacher research programs and identifies several conditions under which school-based teacher research becomes a transformative professional development activity for teachers.Keywords
This publication has 7 references indexed in Scilit:
- Teacher research: the question that persistsInternational Journal of Leadership in Education, 1998
- Breaking through the barriers: professional development, action research and the early yearsEducational Action Research, 1997
- Focus on Research Moving Mainstream: Taking a Closer Look at Teacher ResearchLanguage Arts, 1996
- Revisiting VoiceEducational Researcher, 1996
- Teachers’ Professional Development in a Climate of Educational ReformEducational Evaluation and Policy Analysis, 1993
- Raising the Teacher's Voice and the Ironic Role of TheoryHarvard Educational Review, 1986
- Action Research--A CritiqueJournal of Educational Sociology, 1957