A Teacher Development Approach to Bridging the Practice‐Research Gap

Classroom Discussion of Content Area Reading Assignments: An Intervention Study

“…We expected them to participate as partners in setting goals (McLaughlin & Marsh, 1978) and in criticizing and making decisions about their own practices (Griffin & Barnes, 1986;Stallings, Cory, Fairweather, & Needels, 1978). The general approach we adopted for our intervention was the wellknown strategy of clinical supervision (Cogan, 1972;Goldhammer, 1969;Smyth, 1982). Using this approach we set in motion a cycle of observation and analysis directed toward specific modifications of classroom discussion practices.…”

Facilitating science teaching

“…For the purposes of this project the flow of activities would be: theory-* practical demonstration-^practice with feedback >, t . \ Smythe (1982) characterises this approach by the emphasis placed on working with teachers rather than on them. This form of INSET was adopted in this study.…”

The Teacher as Researcher: Developing the Skills with Pre-Service Art Specialist Students

“…The teacher is in effect provided with a unique window on his/her teaching and is assisted SINGAPORE JOURNAL OF EDUCATION in the process toward enacting a role as researcher of his/her own classroom practices. Smyth, 1982. Researchers need to establish modes of working which recognises and respects different interests and perspectives. Educational research should be linked to the educational processes and life of school if it is really concerned with improving practice.…”