Review of Research: Looking Back to Find a Vision:Exploring the Emancipatory Potential of Teacher Research

Research with human participants

“…Some of the advocates for teachers researching their own practices include Eleanor Duckworth (1987), who regards teaching as research, arguing that research and teaching both seek to understand learning through observation and inquiry with a goal of clarifying and uncovering assumptions about teaching. The teacher as researcher movement has gained considerable momentum in the past two decades (Cochran-Smith and Lytle 1999) but is historically grounded as far back as the late sixteenth century with a lineage that includes Comenius, Rousseau, Pestalozzi, Herbart, Montessori, and Dewey (Crawford and Cornett 2000). Most often, the history of teacher research is grounded in action research, recommended for trying out social theory in practice (Lewin 1946).…”

Teacher research as continuous process improvement

“…Grimmett (1996) describes the role of instructional supervisors in the facilitation of teacher research as a form of teacher professional development in the context of school reform. The teacher research movement is growing in the USA and internationally (Cochran‐Smith and Lytle, 2009; Crawford and Cornett, 2000; Loughran et al , 2002; Pine, 2009). Evidence of increasing activity in teacher research can be seen in the establishment in 1999 of the Teacher Inquiry Communities as an extension of the National Writing Project Teacher Inquiry Communities (2005); increasing teacher research journals including online journals; and the establishment of the Special Interest Group, teacher as researcher, of the American Educational Research Association.…”

Using Visual Interventions as a Component of Positive Behavioral Support for a Student with Aggressive Behaviors and Mental Retardation

“…To date, there are relatively few studies that measure the effectiveness of FBA with students with severe developmental disorders and high-incidence problem behaviors in school setting; however, the results that are available are promising. Unfortunately, a frequent criticism of research in education is that teachers are too often not active participants in the research process (Allen & Shockley, 1996;Crawford & Cornett, 2000;Edwards & Furlong, 1977). This is reported to be the case for research using FBA, in that the FBA process was performed entirely by the researchers or teacher participation was limited to data collection (Reid & Nelson, 2002).…”