Section archive - Research Methods

In this article, the author investigates how collaborative teacher research can reposition teachers to be powerful stakeholders and policymakers rather than skilled technicians and implementers. The author concludes that teacher certification programs should implement the standards and assessments their districts provide them. Furthermore, certification programs should seek to establish opportunities for teacher research with experienced teacher mentors, administrators, and academics.

This study involved eight action research teacher teams. Analysis of the teams as they conducted action research resulted in the identification of three collaborative action research approaches promoting professional development. The findings showed that collaborative engagement of teachers in these approaches was influenced by three factors: time to engage and collaborate, workload, and group dynamics.

The goal of the present study was to explore and describe which aspects of a school–university research network play a role in processes of developing, sharing and using knowledge based on research by Master’s students. The authors combined three perspectives on a network to better understanding of knowledge processes that take place within school–university research networks. A coding system was developed to analyze aspects that play a role in knowledge processes within a school–university research network. Fifteen aspects of a school–university research network were recognized in the processes of developing, sharing and using knowledge based on research by Master’s students

This article discusses the development of a measurement to investigate the improvement of teachers’ authoritative teaching. Furthermore, measurement of teachers’ self-reports of warmth and control is investigated, both in a cross sectional and in a longitudinal sample attending one out of two school-wide interventions. The results provide support for warmth and control as two dimensions of authoritative teaching.