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ABSTRACT
The faculty research residency (FRR) model was launched in 2010, with the goal of transforming coursework to improve the preparation of teachers for high-need schools. The FRR model leveraged school–-university partnerships and situated university faculty in high-need schools to conduct research related to the university courses they taught. This study investigated the outcomes of the FRR model for a 3-year period involving 16 research residency projects and 23 faculty members. Faculty research residents investigated a wide variety of teaching practices to contextualize their knowledge and better align their teacher education courses with the needs of students and teachers in high-need schools. Findings indicate that the FRR model shows promise as an innovative faculty development mechanism for colleges of education.
Additional information
Notes on contributors
Diane Salmon
Diane Salmon is professor of Educational Psychology and Director of Office of Teaching and Learning at National Louis University. She teaches courses on cognition and learning and her research focuses on professional preparation and learning.
Wendy Gardiner
Wendy Gardiner is associate professor of Reading and Language at National Louis University. She teaches literacy courses and her research focuses on teacher education, mentoring and induction for high need urban contexts.