College of Education and Human Development
21st Century Teacher Interactive Network GMU Graduate School of Education
Teacher Research
Classroom Evidence

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Glossary
What is action research?
What is teacher research (TR)?
The development of local knowledge
Comparing TR to other forms of educational research
Comparing TR to other forms of professional development
Teacher research process
Question cycle
Casting a question
Types of data collection
Reflective practice
Data analysis
Triangulation
Drawing conclusions and implications
Writing a draft
Getting published
TR project examples
Reflective practice project examples
Group leader
Starting a TR group
Funding sources
Schedules for meeting
Bibliography
Conferences
Site goals
Credits
Site feedback

Drawing Conclusions and Implications

"Findings are the end result of your analysis, an interpretive task that allows you to see and know what you think to be true based on your study." (MacLean & Mohr, 1999, p. 69).

Research results are conclusions that show how original assumptions have been challenged or revised into new theories which are then proposed at the completion of the study. Findings appear at the end of a teacher research report. Many teacher-researchers state findings in list form (numbered or bulleted) and elaborate on those findings in some way.

Implications for Practice

The meanings you construct from your data help give you ideas about how to teach in a particular way. The statements you make about how you might teach are the implications for future teaching

Is Teacher Research Valid and Reliable?

That is a question that has been asked many times by both traditional educational researchers and teacher-researchers. Validity in research is the degree to which a study is honest and true to its intent, its context, and its reporting. It is the result of your integrity as a teacher and as a researcher. It poses the question, "Does your data say what you say it says?" All of the research strategies you have been using- observing, writing, interviewing, documenting, analyzing-are ways to ensure validity." (p. 117).

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Each school is different and the conditions are never the same from one class to the next. Teacher research derives its reliability from providing enough information to be able to make reasonable "comparisons" to other situations and contexts. Teacher researchers do not try to recreate the context of a study, but rather consider asking questions such as these (p.120-121):

  • How does the context affect the findings in the study?
  • What different variables are in the context?
  • If the multicultural mix of students was substituted for a more homogeneous one how would that affect the findings?

MacLean and Mohr outline a number of steps teacher-researchers can take to achieve validity in research. Chief among them are:

  • Make revisions of your research questions to ensure a focus on your current teaching and students and their learning.
  • Do frequent, consistent writing of your own observations to discover what you think and to record what happens over a period of time.
  • Collect a broad database of information to provide grounding for the interpretations that emerge from the data.
  • Have other teacher-researchers examine and challenge your work.
  • Read literature from theoretical and methodological frameworks to seek different theories and methods that challenge and deepen your own.

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See also:

MacLean, Marion S. & Mohr, Marian M. (1999). "Teacher-Researchers at Work." Berkeley, CA: National Writing Project, p 116-124.

Power, Brenda Miller Power (1996). Taking Note: Improving Your Observational Notetaking. York, ME: Stenhouse Publishers.


Home | Teacher research projects | People involved with teacher research | Research about teacher research | Current issues in teacher research | Links | Search and site map |


Contact information:


Dr. Diane Painter

Coordinator,
M.S. in C & I Special Education
Hood College

ddpainter@gmualumni.org


phone: 301-696-3766



Dr. Leo Rigsby

Initiatives in Educational Transformation
Graduate School of Education
George Mason University

lrigsby1@gmu.edu
tel. (703) 993-8318
fax: (703) 993-8321

10900 University Blvd. MS 4E4
Manassas, Virginia 20110 USA


This web site is a dynamic representation of teacher research activity.
As such, it is constantly being revised, reshaped, and extended.
If you see confusing or missing material,
please contact us with your suggestions.
We do not expect this site to ever become static.
We need your help to maintain its dynamism.

Last updated:

08 June 2007 16:11