Teacher Perceptions of the Trustworthiness, Usability, and Accessibility of Information From Different Sources

Abstract

This study examined practicing teachers' assessments of the trustworthiness, usability, and accessibility of intervention information obtained from four sources: other teachers or colleagues, workshops and inservice presentations, college courses, and pro-

Factors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students

“…Interestingly, empirical evidence was rated higher than teacher advice in the current study yet Landrum et al (2002) reported that late-stage trainee teachers viewed advice as more accessible, usable and trustworthy than professional journals. This apparent discrepancy might be accounted for by the exclusive focus of Landrum et al (2002) on the source of the information (i.e., professional journals), rather than the nature of the content (empirical research).…”

“…This apparent discrepancy might be accounted for by the exclusive focus of Landrum et al (2002) on the source of the information (i.e., professional journals), rather than the nature of the content (empirical research). It was also of note that empirical research was specifically rated higher than research in general in the present study.…”

“…In light of this finding, an obvious question would be what factors teachers consider in instructional decision-making. Landrum, Cook, Tankersley, and Fitzgerald (2002) provide some insight into this issue. They examined the views of student teachers nearing the end of their courses in two North American universities.…”

Why Can't a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching

“…In addition, much of this reading involved practically orientated periodicals as compared to research-based professional journals. Landrum, Cook, Tankersley, and Fitzgerald (2002) reported that both regular and special education teachers rate the opinions of colleagues, workshops and in-service programs as not only more accessible and usable, but more trustworthy than professional journals. Further, Boardman, Arguelles, Vaughn, Hughes, and Klinger (2005) reported that when making decisions about classroom implementation of practices, special education teachers did not consider it important that they be research-based.…”

The Potential Influence of Youtube as a Means of Disseminating the Findings of Research to Millennial-Aged Teachers

“…This lack of relationship between researchers and practitioners is expanded upon by Landrum, Cook, Tankersley and Fitzgerald (2002), who point out that, "teachers rated professional journals and college coursework as generally less trustworthy than their own colleagues" (p. 46). This tendency to consult colleagues is certainly noted in the literature surrounding research utilization.…”