Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education

Abstract

Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education Schenke, W.; van Driel, J.H.; Geijsel, F.P.; Volman, M.L.L. : 10.1080/19415257.2016.1258654 Link to publication Published in: Professional Development in Education DOI General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. A recurrent discussion in the field of education is how to build linkages between educational research and school practice. Cross-professional collaboration between researchers and school practitioners can contribute to the interplay between practice-based research and school development. The aim of our study is to obtain a better understanding of how a productive interplay between practice-based research and school development is established in the context of 19 research and development (R&D) projects in secondary education. Data from semi-structured interviews with school practitioners and researchers involved in the projects, observations of project meetings and document analysis were used. A productive interplay, in which practice-based research informed school development, was found in two-thirds of the R&D projects. Important conditions in these projects include closing the feedback loop from research to school practice, and making clear agreements on communication and on division of roles and tasks.

The involvement of academically educated Dutch teachers in inquiry-based working

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Exploring innovative learning culture in the newsroom

“…Where the learning culture of teachers is concerned, the term professional learning culture is used (Oberon et al, 2014). Only those organizations that encourage a true culture of learning among their members have the best chances to innovate (Cameron and Quinn, 2011; Heijboer et al, 2013), to obtain advantages over the competition (Baars-Van Moorsel, 2003; Watkins and Marsick, 1996; Yolles, 2009), to transform themselves by creating new knowledge (Schenke, 2015) and to survive disruptions in the long run (March, 1991; O’Reilly and Tushman, 2013). Exact definitions of learning culture, however, are scarce.…”

Grenspraktijken verdiepen

“…Onderzoekend werken in scholen is een thema waarnaar de laatste jaren diverse onderzoeken zijn gedaan. Bijvoorbeeld Schenke (2015) keek naar innovatieprojecten in voortgezet onderwijs en zag hoe weerbarstig samenwerking kan zijn, ook als de omstandigheden gunstig lijnen. Uiterwijk-Luijk (2017) keek hoe en onder welke condities onderzoekend werken door schoolleiders en leraren in het primair onderwijs vorm krijgt.…”