Document Type

Article

Publication Date

9-2012

Publication Title

Educational Action Research

Volume

20

Issue

3

First Page

385

Last Page

406

DOI

10.1080/09650792.2012.697402

Abstract

This paper reports on a mixed-methods study related to K–12 teachers’ understandings of what research is, and what enables or inhibits teacher use of research in the classroom towards informing their instructional practices. In a collaboration exemplifying school board and university partnerships, we examined the nature of associations between teachers and education research(ers). Our findings indicated that teachers felt both connected and disconnected to research practices in education. Participants suggested ways to establish and sustain better links and collaborations among the communities of teaching and research. This paper emphasizes the importance of universities, schools and teachers working together to conduct meaningful research and apply current knowledge in the field of education.

Available for download on Tuesday, April 19, 2112

Included in

Education Commons

Share

COinS