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Extra info for Learning from Young Children in the Classroom: The Art and Science of Teacher Research
Furthermore, the pursuit of a single kind of research design can net only part of the truth about the complex processes of human learning in the institution of schooling. Given this current hostile backdrop, at least on the national stage, to the goals and practices of teacher research, teacher researchers must not try to out-science the scientists. There, we will fail. Instead, teacher researchers should maintain an informed conversation around teaching practice, based on systematic, evidence-based claims for knowledge drawn from primarily qualitative, small-scale, insider studies—the kind of studies that teachers can do well.
Within teacher research, the content and the passion behind a teacher’s question matter a great deal. However, the form, the focus, and the nature of a research question will evolve over the length of the study. ” The next section moves on to look at kinds of data one might collect, and how teachers can deal with these in two contrasting ways, first by counting and then by creating documentation panels. How Do Questions Develop? After teacher researchers pose a question, they then see the complexity of what they are asking and how to work with that complexity in generative ways.
Incidentally, the United States military also adopted this methodology during enlistment for World War I. The Army Intelligence Test, based on the IQ measures, sorted recruits into trench digging through officer tracks. These contrasting views on the role of education and the role of teachers within the educational enterprise demonstrate how teacher research makes sense and in fact is central to teaching and learning in the progressive paradigm. At the same time, teacher research has been seen as of no importance within Terman’s framework of positivism.