Evidence-based practice and teacher action-research: a reflection on the nature and direction of 'change'

Laura Colucci-Gray, Sharmistha Das, Donald Gray, Dean Robson, Jennifer Spratt

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

This study was conceived as an opportunity to reflect on the place of action-research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government-sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action-research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action-research reports pointed to a multi-faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors. The study argues for further analysis of the use of action-research as a means to develop teachers’ knowledge and to recover the value of collective and creative engagements in education to guide reform.
Original languageEnglish
Pages (from-to)126-147
Number of pages22
JournalBritish Educational Research Journal
Volume39
Issue number1
Early online date10 Jan 2013
DOIs
Publication statusPublished - Feb 2013

Fingerprint

action research
teacher
evidence
reform
conversation
research project
assistance
classroom
university
interview
Values
education

Cite this

Evidence-based practice and teacher action-research : a reflection on the nature and direction of 'change'. / Colucci-Gray, Laura; Das, Sharmistha; Gray, Donald; Robson, Dean; Spratt, Jennifer.

In: British Educational Research Journal , Vol. 39, No. 1, 02.2013, p. 126-147.

Research output: Contribution to journalArticle

@article{efacb0e293e44cfda042cb4398901a44,
title = "Evidence-based practice and teacher action-research: a reflection on the nature and direction of 'change'",
abstract = "This study was conceived as an opportunity to reflect on the place of action-research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government-sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action-research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action-research reports pointed to a multi-faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors. The study argues for further analysis of the use of action-research as a means to develop teachers’ knowledge and to recover the value of collective and creative engagements in education to guide reform.",
author = "Laura Colucci-Gray and Sharmistha Das and Donald Gray and Dean Robson and Jennifer Spratt",
note = "We thank our colleague David McMurtry for conducting the interviews on our behalf. This research was made possible through funding from the Scottish Government.",
year = "2013",
month = "2",
doi = "10.1080/01411926.2011.615389",
language = "English",
volume = "39",
pages = "126--147",
journal = "British Educational Research Journal",
issn = "0141-1926",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - Evidence-based practice and teacher action-research

T2 - a reflection on the nature and direction of 'change'

AU - Colucci-Gray, Laura

AU - Das, Sharmistha

AU - Gray, Donald

AU - Robson, Dean

AU - Spratt, Jennifer

N1 - We thank our colleague David McMurtry for conducting the interviews on our behalf. This research was made possible through funding from the Scottish Government.

PY - 2013/2

Y1 - 2013/2

N2 - This study was conceived as an opportunity to reflect on the place of action-research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government-sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action-research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action-research reports pointed to a multi-faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors. The study argues for further analysis of the use of action-research as a means to develop teachers’ knowledge and to recover the value of collective and creative engagements in education to guide reform.

AB - This study was conceived as an opportunity to reflect on the place of action-research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government-sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action-research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action-research reports pointed to a multi-faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors. The study argues for further analysis of the use of action-research as a means to develop teachers’ knowledge and to recover the value of collective and creative engagements in education to guide reform.

U2 - 10.1080/01411926.2011.615389

DO - 10.1080/01411926.2011.615389

M3 - Article

VL - 39

SP - 126

EP - 147

JO - British Educational Research Journal

JF - British Educational Research Journal

SN - 0141-1926

IS - 1

ER -