What is Teacher Research?

Although the terms teacher research, action research, and teacher inquiry are relatively new (and often used interchangeably), the idea of “teacher research” has been around for centuries. McFarland and Stansell (1993) tell us how, “The roots of teacher research could, for example, be traced back to Aristotle’s fourth-century BC notions of the observer’s role in constructing reality and to his emphasis on morally informed action as a distinct and elevated form of thought that clarifies belief and deepens understanding” (p.13). McFarland and Stansell cite references to the work of Comenius during the late16th to early 17th century, Rousseau during the 18th century, Dewey and Montessori during the latter part of the 19th century and through the first half of the 20th, and many others during the 21st century including Lewin, Corey, and Stenhouse, all of whom, in one way or another, fit the picture of what a teacher researcher is.

What exactly is “teacher research?” Cochran-Smith and Lytle (1993) developed a, “…working definition for teacher research: systematic, intentional inquiry by teachers about their own school and classroom work” (pp. 23-24). Goswami and Stillman (1987) tell us that people undertake research when they decide to learn. Therefore, when teachers desire to purposefully learn about their teaching or children desire to learn about the ocean, they must research.

Dana and Yendol-Silva (2003) describe teacher inquiry in terms of a research paradigm where teachers are viewed as “knowledge-generators” (p. 4). They explain how it is the teacher who is the story teller and the source of the research question. The teacher has an emic perspective;one from an insider's point-of-view. She is engaged in recursive research as she focuses on providing insight into her classroom practice in order to make change.

The teacher learns about her students by listening to, observing, and communicating with them. She learns where they are at in the academic spectrum, considers their strengths and weaknesses, and envisions where they need to go. The teacher asks open-ended questions based on her students' needs in search of knowledge and understanding in order to change and improve her teaching. What she learns from her students and her research empowers her to be a “knowledge-generator” and in turn, to “own” her research. As cited in Hubbard & Power (2003), Delpit expands on how to prepare teachers for the wide variety of abilities, talents, and cultures they will most likely encounter in any classroom by listing three key elements that, in addition, form the basis of teacher research:

The first is to be humble and recognize that you have much to learn from your students and their communities. Second, approach your students and their needs to guide your teaching. Finally, have a willingness to share your story. Other teachers need to know what you have learned and how your have gained your wisdom. (p. xvi)

What are the steps in teacher research?

In the text, The Art of Classroom Inquiry: A Handbook for Teacher-Researchers, Hubbard and Power (2003) provide the necessary steps and considerations involved in partaking in teacher research. This text is a wonderful resource for those interested in conducting teacher research. The bulk of information to follow is taken from this text.

Hubbard and Power (2003) provide us with a detailed description of the following teacher research steps:

• finding a research question
• framing a research question
• obtaining support
• getting permissions
• collecting relevant data
• analyzing data
• reviewing the literature
• writing up the research
• finding support for your research

Finding a Research Question

What sort of things do you wonder about in your classroom? Perhaps it is why small group book discussions promote greater understanding of a particular text than whole class discussions? Perhaps it is how children communicate their scientific thinking during whole group discussion? Or, perhaps, you wonder how students’ questions evolve after taking part in math dialogue? Whatever the questions, Hubbard and Power (2003) explain, “In qualitative research, the questions come from real-world observations and dilemmas” (p. 2). One question or concern may develop into several wonderings and in turn, may lead a teacher to focus on larger issues such as school structure, learning or culture. By exploring these issues in depth, a greater understanding of teaching and of students can result.

Framing a Research Question

It is important to ask open-ended questions of which a simple yes or no cannot be answered. This permits possibilities the researcher has not yet considered to surface. When you ask your research question, refer back to what you wonder about in your classroom. What interests you most? What question do you return to? This can be your focus.
Power and Hubbard (2003) offer a few tips for getting started.

1. Keep a teaching journal so you can reflect on your day’s wonderings; things you observed.
2. Brainstorm a list of at least ten things you wonder about in your class and share this list with a teaching colleague, in a relaxed setting.
3. Keep your concerns specific as it will make developing research procedures easier.
4. After narrowing your idea, write your question down. Reread it and perhaps rephrase it. Make sure you are passionate about it. If not, review over the process and find where you lost your zest; begin again.
5. When you are able to focus your question, look at sample research questions and start yours in the same way. Ideal sample questions can be found on pages 2-3 of Power and Hubbard’s (2003) text. They begin with: “How do…?””What happens when…?”
6. As you move forward with your investigation, allow yourself adequate time and permission to change your question.

Obtaining Support

This element is not a component of traditional research although it is critical. Research can be a lonely undertaking therefore; you need someone who will serve as your sounding board and who is familiar with the research process. If possible, join a teacher-researcher group.

Getting Permissions

Depending on the intended audience for your data and findings, you may need permission from both those directly and indirectly involved in your research. This is so the privacy of the students and families can be protected.

Collecting Relevant Data

In order to determine what is relevant, you need to focus on the setting and the people involved. How might data be collected in this environment? What events take place in this setting? What people are involved and what types of interactions occur? What different “tools” will best help me collect the information I need? Hubbard and Power (2003) explain how, “…the more data-collection tools you have, the better equipped you are to answer any question” (p. 36) although, do not be overwhelmed with the many options for collecting data, use those that will best suit your research. Throughout chapter 4, The Artist’s Toolbox: Strategies for Data Collection, Hubbard and Power elaborate on the following data collection methods: note taking and necessary supplies, saving classroom artifacts and student work, interviews, surveys, audiotape and videotape transcriptions, and photography.

Analyzing Data

This is where you learn what the data you have gathered means. You organize it into topics and subtopics, looking for themes that emerge, finding commonalities. In your search for understanding of all of your data, “…you enter into a dialogue with it, questioning it further, finding newer meanings and different rhythms” (Hubbard & Power, 2003, p. 88). In this phase of your research, you theorize about what you collected and observed. Remember that the research process is not linear, it is recursive. You analyze data AS it is collected, your questions about your findings thus far evolve, you collect new data and analyze it, refining your focus even more.

Hubbard and Power (2003) explain how to prepare your data for analysis and then expand on various analyzing strategies under the subheadings: Indexing, Analyzing Student Work, Memos, The Constant Comparison Method, Data Analysis as Part of a Teaching Day, Triangulation, Crystallization, and Making Room for Creative Leaps.

Reviewing the Literature

A critical part of your research, of any research, is to locate it in a theoretical framework. This is where you are, “Creating an inventory of important theoretical influences that have helped to shape your thinking and your practice” (Hubbard and Power, 2003, p. 135). As you locate your research in a theoretical framework, you are relying on a preexisting base of knowledge such that you do not need to “reinvent the wheel.” The idea behind reviewing the literature is to learn more about your field of interest. In this process, more doors will open to pathways potentially helpful to your investigation in which you may not have otherwise considered.

Writing up the Research

Writing should begin at the beginning, when you are finding a question, and continue throughout the research process. Each person has to find their writing style and to find what works for them. Think about who you are writing for. Hubbard and Power (2003) offer simple principles that have helped both of them in their writing. They focus on the following categories: The Importance of Routine and Deadlines, Know What You Want to Say, Finding the Shape (In the end, being able to make the puzzle pieces of your research fit neatly together.), Know Your Audience, and Writer’s Block.

Finding Support for Your Research

Finally, the last step is finding support. Earlier, I discussed the need for a supportive person to be your sounding board or the need to join a teacher-research group. Another form of support is funding, through awards or grants. As Hubbard and Power (2003) convey, “Research friends and research funding can provide critical boosts for your work and for your ego when you hit rough spots in your studies” (p. 168).

Bibliography

Cochran-Smith, M. & Lytle, S. L. (Eds.). (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.

Dana, N. F. & Yendol-Silva, D. (2003). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press, Inc.

Goswami, D. & Stillman, P.R. (Eds.). (1987). Reclaiming the classroom: Teacher
research as an agency for change. Upper Montclair, NJ: Boynton/Cook.

Hubbard, R. S. & Power, B. M. (2003). The art of classroom inquiry: A handbook for
teacher-researchers. Portsmouth, NH: Heinemann.

McFarland, K. P. & Stansell, J. C. (1993). Historical perspectives. In L. Patterson., C. M. Santa, K. G. Short, & K. Smith (Eds.), Teachers are researchers: Reflection and action (pp.12-25). Newark, DE: International Reading Association.

-----------------------------------------------------------------------------------------------

Click on the fiddle to see an example of teacher research.

Back to NLLN homepage

Last modified by JLW March 2, 2004.