Teacher Research as Stance

Cochran‐Smith, Marilyn; Lytle, Susan L.

doi:10.4135/9780857021021.n5

Cited by 203 publications

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“…Practitioner research is the umbrella term for many practice-based research activities undertaken by practitioners and in broad terms is generally constituted as research initiated from the ground up, which is continuous and ongoing, focusing on local issues. A volume and variety of practitioner research has been conducted by teachers and academics, with some claiming that practitioner research is burgeoning globally (Bruce, Flynn, and Stagg-Peterson 2011;Cochran-Smith and Lytle 2009).…”

Section: The Global Reach Of Practitioner Researchmentioning

confidence: 99%

Afraid to lose out: the impact ofkiasuismon practitioner research in Singapore schools

Ellis

2014

Educational Action Research

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Many contemporary education systems encourage the notion of the teacher as practitioner-researcher as part of their professional learning agenda. Simultaneously, it is acknowledged that practitioner research might be remodelled in local contexts when used to support educational reform. This paper describes respondents' theories of how a particular cultural phenomenon, 'kiasuism', profoundly shapes the type of work teachers do as researchers in Singapore schools. 'Kiasu' can be defined as the notion of 'being afraid to lose out' and 'winning at all costs'. In highlighting such insights, this study aims to foster greater cultural and contextual sensitivity by providing a more nuanced understanding of the Singapore context. Twenty participants, including academics, policy-makers and teachers, were involved in this investigation.

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Section: The Global Reach Of Practitioner Researchmentioning

confidence: 99%

Afraid to lose out: the impact ofkiasuismon practitioner research in Singapore schools

Ellis

2014

Educational Action Research

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“…• Dar voz a los datos, contrastando una perspectiva de valoración émica (Cochran-Smith & Lytle, 2002).…”

Section: Métodounclassified

“…Para realizar la autoevaluación grupal se consideró más adecuado elaborar un cuestionario ad hoc de preguntas abiertas que permitiese a los alumnos reflexionar y justificar, desde una perspectiva émica (Cochran-Smith & Lytle, 2002), su proceso de trabajo y aprendizaje dentro del grupo. El cuestionario incluía un primer bloque de preguntas abiertas en el cual debían identificar los roles que cada miembro había tenido en el grupo; y, un segundo bloque en el que debían identificar las fortalezas y las dificultades encontradas en el desarrollo de las actividades de evaluación, así como los acuerdos y decisiones tomadas en grupo.…”

Section: Instrumentos Para La Autoevaluaciónunclassified

Análisis de validez en la evaluación entre iguales: un estudio en educación superior

Gómez

Lorenzo-Llamas

López

2015

RELIEVE

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Análisis de validez en la evaluación entre iguales: un estudio en educación superior Analysis of validity of peer assessment: a study in Higher EducationPascual-Gómez, Isabel; Lorenzo-Llamas, Elena María & Monge-López, Carlos Universidad de Alcalá de Henares ResumenNo son muy numerosas las investigaciones que se han realizado en España sobre la participación de los estudiantes en los procesos de evaluación entre iguales en el marco de la Educación Superior. El objetivo de este trabajo es conocer con mayor precisión un proceso de evaluación participativa en el marco de un proyecto de aprendizaje cooperativo. Se recogieron datos de una muestra de 119 estudiantes matriculados en una asignatura del Grado de Magisterio en la Universidad de Alcalá. El procedimiento de recogida de datos fue online. Se diseñaron actividades de evaluación entre iguales y autoevaluación grupal. Los datos se compararon con las calificaciones emitidas por el profesor. Los resultados del análisis de contraste de medias arrojan una diferencia significativa de 1-2 puntos entre ambas puntuaciones a favor del alumnado. A pesar de esta sobrevaloración, el análisis de contenido del instrumento de autoevaluación concluye la utilidad de esta investigación: este tipo de procesos mejora capacidad formativa de los procesos de evaluación tanto para el discente como para el docente. Palabras clave:Aprendizaje cooperativo; autoevaluación; carpeta de aprendizaje; Educación Superior; evaluación entre iguales; evaluación para el aprendizaje; heteroevaluación; perspectiva émica; rúbrica AbstractIn Spain only a limited number of studies have been done regarding students evaluating their peers in higher education. The objective of this article is to analyse the way in which students that have participated in a cooperative learning project evaluated their peers. Data were collected online from a sample of 119 bachelor students that were registered in a teacher training course at the University of Alcalá. Activities were designed for both peer evaluation and self-evaluation in group work. These student evaluations were compared with ratings given by the teacher. A contrast analysis showed a statistically significant difference of 1-2 points between the mean scores, in favour of the students. Despite these overestimated values, an analysis of the content from the self-evaluation tool showed its usefulness for improving the formative assessment process for both students and teachers.

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“…As Lagemann's history and other analyses (Bullough & Pinnegar, 2001;Cochran-Smith & Lytle, 1999b;Zeichner & Noffke, 2001) have made clear, then, there has been an active and ongoing conversation about teacher research and other forms of practitioner inquiry for some time now. Drawing on different intellectual traditions and emerging or re-emerging at different historical points in time, the various strands of this conversation have explored the modes, forms, methods, and purposes of practitioner inquiry in a wide array of national and international contexts.…”

Section: Practitioner Inquiry: Unpacking the Discoursementioning

confidence: 99%

“…Although overlapping in certain ways with uses of ''action research,'' the phrase ''teacher research,'' is now commonly used to refer to the North American renewal of interest in teacher inquiry that emerged in the late 1980s (Cochran-Smith & Lytle, 1999b;Lagemann, 2000) and continues to be vigorous in discussions about teacher learning, school reform, and the knowledge base for teaching. Teacher research has been conceptualized by Marilyn Cochran-Smith and Susan Lytle as the central task of teaching across the professional lifespan (Cochran-Smith & Lytle, 1993, 1999b and by Gary Anderson and Kathryn Herr (Anderson & Herr, 1999;Anderson et al, 1994) as a way to study one's own school.…”

Section: Teacher Researchmentioning

confidence: 99%

Practitioner Inquiry, Knowledge, and University Culture*

Marilyn

Lytleb

2004

International Handbook of Self-Study of Teaching and Teacher Education Practices

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This chapter explores the relationships among practitioner inquiry, knowledge, and the cultures of universities. The chapter uses the term, ''practitioner inquiry,'' as a kind of conceptual umbrella to overview a number of differing forms of practitioner-based study of teaching, teacher education, and related issues. The chapter has three major parts. The first examines the discourse and terminology of practitioner inquiry, suggesting that the language used to describe it has been widely appropriated for many different contexts. The chapter argues, however, that it is not language alone that differentiates particular kinds of inquiry, nor is it ideological, political, or historical traditions alone. Rather, in order to understand the range and variation of practitioner inquiry, particular practitioner inquiry initiatives and their operating assumptions about how inquiry is related to knowledge, practice, and change must be examined. The chapter offers three different inquiry-knowledge-practice relationships as a way to sort these out. The second section of the chapter discusses the features and assumptions that most variants of practitioner inquiry share and that divide practitioner inquiry from many traditional forms of educational research. The chapter identifies the most common critiques of practitioner inquiry, particularly in relation to issues of epistemology, methodology, and politics. The final section considers the role of practitioner inquiry in the university. This section of the chapter draws on the authors' own experiences working with teacher research and other inquiry communities within the contexts of large research universities over a period of more than 15 years. It explores the ethical, political, and practical dilemmas and contradictions that are created when teacher research and its underlying premises are taken seriously over a long period of time and within the culture of the university.

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Teacher Research as Stance

Cited by 203 publications

References 0 publications

Afraid to lose out: the impact ofkiasuismon practitioner research in Singapore schools

Afraid to lose out: the impact ofkiasuismon practitioner research in Singapore schools

Análisis de validez en la evaluación entre iguales: un estudio en educación superior

Practitioner Inquiry, Knowledge, and University Culture*

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