Advancing the Scholarship of Teaching through Collaborative Self-Study

Louie, Belinda; Drevdahl, Denise J.; Purdy, Jill M.; Stackman, Richard W.

doi:10.1080/00221546.2003.11777194

Cited by 38 publications

(23 citation statements)

References 21 publications

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“…In the collaborative context, research partners can ask questions, offer alternative explanations, and critically evaluate research more easily than can an individual researcher (Louie, Drevdahl, Purdy, & Stackman, 2003). Membership of a research team or dyad influences a person's academic identity.…”

Section: Learning Partnership and Shared Cognitionmentioning

confidence: 98%

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Developing Research Relationships toward a Learning Partnership

Kaasila

Lutovac

2014

Scandinavian Journal of Educational Research

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Research relationships are often poorly understood. Why are some collaborations between research partners more productive than others? This question was a starting point of this paper. By describing their own experiences over a period of three years, the authors evaluated research relationships through collaborative self-study. At the beginning, they encountered challenges because they came from different countries and communities with different socio-emotional norms. In addition, while the first author was an experienced researcher, the second was just beginning her career as a researcher. The authors identified three phases through which their research relationship developed into a learning partnership and described the collaborative activities that enhanced the process of change. This study shows that the both participants have learned a lot from the other. The most central accomplishments of their learning partnership are improved reflection skills and academic productivity.

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Section: Learning Partnership and Shared Cognitionmentioning

confidence: 98%

“…In collaborative self-study, collaboration is seen as a critical element (Bodone, Guonjonsdottir, & Dalmau, 2004). Collaborative self-study can give each of the participants the advantage of multiple perspectives, thereby creating a broader context for interpretation of each one's beliefs and practices (Louie et al, 2003).…”

Section: Collaborative Self-studymentioning

confidence: 99%

Developing Research Relationships toward a Learning Partnership

Kaasila

Lutovac

2014

Scandinavian Journal of Educational Research

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“…In fact, educators have recommended that schools create structures and policies that would organize school faculty members around collaborative action research groups -e.g., professional learning communities -in order to ensure that these practical activities take place and support the continued development of teachers (DuFour, Eaker, and DuFour 2005). However, with the exception of a handful of reports of collaborative activities (e.g., Cochran-Smith 2003;Mewborn et al 2002), it is difficult to locate descriptions of teacher educators who have adopted these recommendations for themselves (Greenwood 2007;Louie, Drevdahl, Purdy, and Stackman 2003). Nevertheless, collaborative inquiry activities may serve as important professional development activities for teacher educators (Cochran-Smith 2003;.…”

Section: Please Scroll Down For Articlementioning

confidence: 92%

Seeking renewal, finding community: participatory action research in teacher education

Draper

Adair

Broomhead

et al. 2011

Teacher Development

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“…His call to divide intellectual functions among discovery, integration, application, and teaching emphasized recognition of the varying strengths and talents of individual faculty. Since that time, affirmation of the need to redefine scholarship has come from numerous sources (Braxton, Luckey, & Helland, 2002;Brown, 1997;Cunsolo et al, 1996;Daly, 1994;Diamond, 1994Diamond, , 2002Hathaway, 1996;Kreber & Cranton, 2000;Louie, Drevdahl, Purdy, & Stackman, 2003;Pope, 1996;Shaker & Heilman, 2004). As an indication of the level of interest sparked by Boyer's work, The Faculty Roles and Rewards Conference, sponsored by the American Association for Higher Education has devoted a significant amount of time annually to consideration of this issue (Braxton et al, 2002).…”

Section: Redefining Scholarshipmentioning

confidence: 96%

Help! I've lost my research agenda: Issues facing early childhood teacher educators

Jaruszewicz¹,

Landrus

2005

Journal of Early Childhood Teacher Education

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The purpose of this study was to explore how non-teaching demands are affecting the teaching/research/service dynamic in the tenure process of early childhood teacher educators. Fifty-seven NAECTE members responded to a 24-item survey exploring issues and current initiatives that support or impede scholarship. Findings revealed that early childhood teacher educators often bear a disproportionate departmental or institutional burden for program development, accountability, and administrative "survival needs." As a result, personal writing, research, and other scholarly endeavors necessary and expected in the rank/tenure process can be compromised. While scholarship is valued as important and necessary, participants reported significant challenges and impediments to their engagement in the process. Study participants also reported creative and resourceful means of seeking or taking advantage of existing strategies to meliorate their contextual challenges.

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Advancing the Scholarship of Teaching through Collaborative Self-Study

Cited by 38 publications

References 21 publications

Developing Research Relationships toward a Learning Partnership

Developing Research Relationships toward a Learning Partnership

Seeking renewal, finding community: participatory action research in teacher education

Help! I've lost my research agenda: Issues facing early childhood teacher educators

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