Building communities of educational enquiry

Abstract

IntroductionThe Applied Educational Research Scheme (AERS) is jointly funded by the Scottish Higher Education Funding Council and the Scottish Executive Education Department with the intended purpose to "enhance educational research capability in Scottish HE institutions, and to use that capability to conduct high-quality research which will benefit school education in Scotland." One of the hallmarks of the research networks established under AERS is a collaborative model of educational research. The present study arises from one of the projects of the AERS Learners, Learning and Teaching Network. The aim of the study was to review the relevant literature and offer suggestions to support the building of communities of educational enquiry. We have come from different institutions around Scotland and a range of academic "tribes" (Becher 1989;Becher and Trowler 2001), including Education, Philosophy, Psychology and Social Policy.We have met a number of times and also communicate electronically, through email, video conferencing and a virtual "space" dedicated to the work of the parent project within which we have our own private space. The "voice" of this group comes not only through the ideas presented in this paper, but also through boxed reflections. As these arise during the paper, the reader should be able to see some of the tensions, contradictions and dilemmas faced by our group as we became established as a community.

Linking research and practice through teacher communities: a place where formal and practical knowledge meet?

“…For example, next to designing and enacting instruction, teachers typically adopt a (co-)researcher role by systematically studying their own practice and its effects on student learning. Similarly, university researchers often take on a facilitator role, and are responsible for ensuring dialogue and supporting knowledge exchange (Cassidy et al 2008). The decision to participate in a TC may either arise naturally out of problems experienced by teachers in their daily practice, or be externally promoted through a school innovation initiative, a professional development programme or a research project.…”

“…TCs can potentially contribute to strengthen research and practice links by a) providing a context for sustained collaboration where the perspectives and expertise of various stakeholders are brought to bear, b) enhancing the ecological validity of research through the investigation of problems that are relevant and meaningful to participants' practice, and c) (potentially) contributing to the generation of new knowledge and understandings about teaching and learning (Cassidy et al 2008;Christie et al 2007;Christie and Menter 2009;Cochran-Smith and Lytle 1999).…”

“…This was mainly inspired by two related developments. On the one hand, an increasing awareness of the little impact of research findings on average classroom practice (Broekkamp and Van HoutWolters, 2007;Burkhardt and Schoenfield 2003;McIntyre 2005) has resulted in various calls to establish new forms of collaboration and knowledge sharing between teachers and researchers (Cassidy et al 2008;Christie and Menter 2009;De Vries and Pieters 2007;Vanderlinde and van Braak 2010). On the other hand, conceptions about the roles of teachers have shifted from a view that regarded them as merely consumers of research to a view that acknowledges teachers as producers or mediators of knowledge (Cochran-Smith and Lytle 1999;Richardson 1994).…”

Building a Community of Researchers Using the Research Mentoring Model

“…Acknowledging that doctoral programs may provide an initial sense of good will and respect, participating in research activities together provides a long-term commitment to effective mentoring and a facilitative department community (Butler & Schnellert, 2012;Cassidy et al, 2008). While a variety of literature provides strategies for supporting doctoral students, the authors of this article propose that participating in the RMM sessions accomplishes several goals in an efficient and effective manner.…”

“…In the model, all input is equally valued, which furthers meaningful collaboration thus lessening the fear of hierarchical power and control issues (Cassidy et al, 2008;Dricoll et al 2009). Also, the sessions can result in continuing follow-up conversations and more intensive, connective relationships within the context of a collaborative department community.…”