Opening your door to research.
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| Title: | Opening your door to research. |
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| Authors: | Zoch, Melody, David, Ann D. |
| Source: | Phi Delta Kappan. Nov2016, Vol. 98 Issue 3, p28-33. 6p. 1 Color Photograph. |
| Subject Terms: | *Education research, *Teacher attitudes, *Participant-researcher relationships, *Educational cooperation, *Teaching methods, *Student rights |
| Abstract: | “Research says…“ a lot. But how does research come to say anything? One way is by having teachers open their classroom doors to a researcher. In this article, we share the stories of two teachers who opened their doors to the authors’ research and were glad they did. The teachers contrast this experience to other research experiences in which they felt coerced to participate and whose objectives were unclear. When teachers understand their rights, their students’ rights, and the kind of data researchers intend to collect, they will be far more comfortable with the process and far more willing to invite researchers into their classrooms. [ABSTRACT FROM AUTHOR] |
| Copyright of Phi Delta Kappan is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | “Research says…“ a lot. But how does research come to say anything? One way is by having teachers open their classroom doors to a researcher. In this article, we share the stories of two teachers who opened their doors to the authors’ research and were glad they did. The teachers contrast this experience to other research experiences in which they felt coerced to participate and whose objectives were unclear. When teachers understand their rights, their students’ rights, and the kind of data researchers intend to collect, they will be far more comfortable with the process and far more willing to invite researchers into their classrooms. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00317217 |
| DOI: | 10.1177/0031721716677259 |
