Improving K-12 teachers’ conceptual competencies in consuming empirical research

References

• Arslan-Ari, I., F. Ari, M. M. Grant, and W. S. Morris. 2018. “Action Research Experiences for Scholarly Practitioners in an Online Education Doctorate Program: Design, Reality, and Lessons Learned.” TechTrends 62 (5): 441–449. doi:10.1007/s11528-018-0308-3.
   Web of Science ®Google Scholar
• Aspfors, J., and G. Eklund. 2017. “Explicit and Implicit Perspectives on Research-based Teacher Education: Newly Qualified Teachers’ Experiences in Finland.” Journal of Education for Teaching 43 (4): 400–413.
   Web of Science ®Google Scholar
• Banevičiūtė, B., and J. Kudinovienė. 2017. “Development of Arts Teacher Research Competence in Master Studies.” Pedagogy 125 (1): 57–67.
   Google Scholar
• Brown, C., and J. Flood. 2018. “Lost in Translation? Can the Use of Theories of Action Be Effective in Helping Teachers Develop and Scale up Research-informed Practices?” Teaching and Teacher Education 72: 144–154. doi:10.1016/j.tate.2018.03.007.
   Web of Science ®Google Scholar
• Cain, T. 2015. “Teachers’ Engagement with Research Texts: Beyond Instrumental, Conceptual or Strategic Use.” Journal of Education for Teaching 41 (5): 478–492. doi:10.1080/02607476.2015.1105536.
   Web of Science ®Google Scholar
• Cartwright, N. 2013. “Knowing What We are Talking About: Why Evidence Doesn’t Always Travel.” Evidence & Policy 9 (1): 97–112. doi:10.1332/174426413X662581.
   Web of Science ®Google Scholar
• CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC). 2020. Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC. https://ccsso.org/resource-library/intasc-model-core-teaching-standards
   Google Scholar
• Cochran-Smith, M., J. Barnatt, A. Friedman, and G. Pine. 2009. “Inquiry on Inquiry: Practitioner Research and Student Learning.” Action in Teacher Education 31 (2): 17–32. doi:10.1080/01626620.2009.10463515.
   Google Scholar
• Commission of the European Communities. 2007. Improving the Quality of Teacher Education: Communication from the Commission to the Council and the European Parliament. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52007DC0392&from=EN
   Google Scholar
• Creswell, J. W. 2009. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Dimmock, D. 2016. “Conceptualising the Research-Practice-Professional Development Nexus: Mobilising Schools as ‘Research-Engaged’ Professional Learning Communities.” Professional Development in Education 42 (1): 36–53. doi:10.1080/19415257.2014.963884.
   Web of Science ®Google Scholar
• Dunn, M., L. J. Harrison, and K. Coombe. 2008. “In Good Hands: Preparing Research-skilled Graduates for the Early Childhood Profession.” Teaching and Teacher Education 24 (3): 703–714. doi:10.1016/j.tate.2007.09.002.
   Web of Science ®Google Scholar
• Earl, L., and H. Timperley. 2015. Evaluative Thinking for Successful Educational Innovation, the Organization for Economic Cooperation and Development. In OECD Education Working Papers (22). Paris: OECD Publishing. doi:10.1787/5jrxtk1jtdwf-en.
   Google Scholar
• Eckhoff, A. 2010. “Using Games to Explore Visual Art with Young Children.” Young Children 65 (1): 18–22.
   Google Scholar
• Eliot, J. 1990. “Teachers as Researchers: Implications for Super Vision and Teacher Education.” Teaching and Teacher Education 6 (1): 1–26. doi:10.1016/0742-051X(90)90004-O.
   Web of Science ®Google Scholar
• European Trade Union Committee for Education. 2008. “Teacher Education in Europe: An ETUCE Policy Paper”. https://www.csee-etuce.org/images/attachments/ETUCE_PolicyPaper_en.pdf
   Google Scholar
• Flores-Mateo, G., and J. M. Argimon. 2007. “Evidence Based Practice in Postgraduate Healthcare Education: A Systematic Review.” BMC Health Services Research 7 (1). doi:10.1186/1472-6963-7-119.
   PubMedGoogle Scholar
• Furlong, J. 2014. Research and the Teaching Profession: Building Capacity for a Self Improving Education System. Final Report of the BERA-RSA Inquiry into the Role of Research in the Teaching Profession. BERA. https://www.thersa.org/reports/research-and-the-teaching-profession-building-the-capacity-for-a-self-improving-education-system
   Google Scholar
• Gitlin, A., L. Barlow, M. D. Burbank, D. Kauchak, and T. Stevens. 1999. “Pre-service Teachers’ Thinking on Research: Implications for Inquiry Oriented Teacher Education.” Teaching and Teacher Education 15 (7): 753–769. doi:10.1016/S0742-051X(99)00015-3.
   Web of Science ®Google Scholar
• Goodnough, K. 2011. “Examining the Long-term Impact of Collaborative Action Research on Teacher Identify and Practice: The Perceptions of K-12 Teachers.” Educational Action Research 19 (1): 73–86. doi:10.1080/09650792.2011.547694.
   Google Scholar
• Gore, J. M., and A. D. Gitlin. 2004. “Visioning the Academic-Teacher Divide: Power and Knowledge in the Educational Community.” Teachers and Teaching: Theory and Practice 10 (1): 35–58. doi:10.1080/13540600320000170918.
   Google Scholar
• Griffioen, D. M., and J. de Jong. 2015. “Mapping Dutch Higher Education Lecturers’ Discourse on Research at Times of Academic Drift.” Scottish Journal for Arts, Social Sciences, and Scientific Studies 26 (1): 81–94.
   Google Scholar
• Groβ Ophoff, J., S. Schladitz, J. Leuders, T. Leuders, and M. A. Wirtz. 2015. “Assessing the Development of Educational Research Literacy: The Effect of Courses on Research Methods in Studies of Educational Science.” Peabody Journal of Education 90 (4): 560–573. doi:10.1080/0161956X.2015.1068085.
   Google Scholar
• Hall, E. 2009. “Engaging in and Engaging with Research: Teacher Inquiry and Development.” Teachers and Teaching 15 (6): 669–681.
   Web of Science ®Google Scholar
• Hanushek, E. A. 2014. “Boosting Teacher Effectiveness.” In What Lies Ahead for America’s Children and Their Schools, edited by C. E. Finn and R. Sousa, 23–35. Stanford, CA: Hoover Institution Press.
   Google Scholar
• Hatch, T. 1998. “The Differences in Theory that Matter in the Practice of School Improvement.” American Educational Research Journal 35 (1): 3–31. doi:10.3102/00028312035001003.
   Web of Science ®Google Scholar
• Hochbein, C., and J. A. Perry. 2013. “The Role of Research in the Professional Doctorate.” Planning and Changing 44 (3/4): 181–195.
   Google Scholar
• Kemmis, S., and R. McTaggart. 2005. “Participatory Action Research: Communicative Action and the Public Sphere.” In Handbook of Qualitative Research, edited by N. K. Denzin and Y. S. Lincoln, 559–603. Thousand Oaks, CA: Sage.
   Google Scholar
• Kirk, J., and M. L. Miller. 1986. Reliability and Validity in Qualitative Research. Beverly Hills: Sage.
   Google Scholar
• Kochhar-Bryant, C. A. 2017. “Symbiotic Space: Exploring the Nexus of Rigor, Problems of Practice and Implementation.” Impacting Education: Journal on Transforming Professional Practice 2 (1): 6–14. doi:10.5195/IE.2017.25.
   Google Scholar
• Koeppen, K., J. Hartig, E. Klieme, and D. Leutner. 2008. “Current Issues in Competence Modeling and Assessment.” Zeitschrift fur Psychologie 216 (2): 61–73. doi:10.1027/0044-3409.216.2.61.
   Web of Science ®Google Scholar
• Leeman, Y., and W. Wardekker. 2014. “Teacher Research and the Aims of Education.” Teachers and Teaching 20 (1): 45–58. doi:10.1080/13540602.2013.848516.
   Web of Science ®Google Scholar
• Mizimbajeva, A., A. Mankesh, and D. Survutaitė. 2015. “Master Students’ Research Culture Development in Pedagogical Education.” Pedagogika: Mokslo Darbai 118 (2): 74–87. doi:10.15823/p.2015.06.
   Google Scholar
• Overby, A., and B. L. Jones. 2015. “Virtual Legos: Incorporating Minecraft into the Art Education Curriculum.” Art Education 68 (1): 21–27. doi:10.1080/00043125.2015.11519302.
   Google Scholar
• Penuel, B., K. Davidson, C. Herlihy, D. Sherer, H. Hill, C. Farrell, et al. 2017. “How School and District Leaders Access, Perceive, and Use Research.” AERA Open 3 (2): 1–17. DOI:10.1177/2332858417705370.
   Web of Science ®Google Scholar
• Puustinen, M., J. Santti, A. Koski, and T. Tammi. 2018. “Teaching: A Practical or Research-based Profession? Teacher Candidates’ Approaches to Research-based Teacher Education.” Teaching and Teacher Education 74: 170–179. doi:10.1016/j.tate.2018.05.004.
   Web of Science ®Google Scholar
• Sachs, J. 2016. “Teacher Professionalism: Why are We Still Talking about It?” Teachers and Teaching: Theory and Practice 22 (4): 413–425. doi:10.1080/13540602.2015.1082732.
   Web of Science ®Google Scholar
• Schneider, M. 2018. How to Make Education Research Relevant to Teachers. https://ies.ed.gov/director/remarks/11-14-2018.asp
   Google Scholar
• Schön, D. A. 1983. The Reflective Practitioner. How Professionals Think in Action. New York: Basic Books.
   Google Scholar
• Schweizer, K., M. Steinwascher, H. Moosbrugger, and S. Reiss. 2011. “The Structure of Research Methodology Competency in Higher Education and the Role of Teaching Terms and Course Temporal Distance.” Learning and Instruction 21 (1): 68–76. doi:10.1016/j.learninstruc.2009.11.002.
   Web of Science ®Google Scholar
• See, B. H., S. Gorard, and N. Siddiqui. 2016. “Teachers’ Use of Research Evidence in Practice: A Pilot Study of Feedback to Enhance Learning.” Educational Research 58 (1): 56–72. doi:10.1080/00131881.2015.1117798.
   Web of Science ®Google Scholar
• Tom, A. R. 1985. “Inquiring into Inquiry-oriented Teacher Education.” Journal of Teacher Education 36 (5): 35–45. doi:10.1177/002248718503600507.
   Web of Science ®Google Scholar
• van der Linden, W., A. Bakx, A. Ros, D. Beijaard, and L. van den Bergh. 2015. “The Development of Student Teachers’ Research Knowledge, Beliefs and Attitude.” Journal of Education for Teaching 41 (1): 4–18. doi:10.1080/02607476.2014.992631.
   Web of Science ®Google Scholar
• van der Linden, W., A. Bakx, A. Ros, D. Beijaard, and M. Vermeulen. 2012. “Student Teachers’ Development of a Positive Attitude Towards Research and Research Knowledge and Skills.” European Journal of Teacher Education 35 (4): 401–419. doi:10.1080/02619768.2011.643401.
   Web of Science ®Google Scholar
• van Katwijk, L., A. Berry, E. Jansen, and K. van Veen. 2019. “It’s Important, but I’m Not Going to Keep Doing It!”: Perceived Purposes, Learning Outcomes, and Value of Pre-Service Teacher Research among Educators and Pre-service Teachers.” Teaching and Teacher Education 86: 102868. doi:10.1016/j.tate.2019.06.022.
   Web of Science ®Google Scholar
• van Katwijk, L., A. Berry, E. Jansen, and K. van Veen. 2019.‘“It's Important, but I'm Not Going to Keep Doing It!”: Perceived Purposes, Learning Outcomes, and Value of Pre-Service Teacher Research among Educators and Pre-service Teachers.’ Teaching and Teacher Education 86. doi:10.1016/j.tate.2019.06.022.
   Web of Science ®Google Scholar
• Walker, M. 2017. Insights into the Role of Research and Development in Teaching Schools. Slough, UK: National Foundation for Education Research.
   Google Scholar
• Weiss, C. H. 1979. “The Many Meanings of Research Utilization.” Public Administration Review 39 (5): 426–431. doi:10.2307/3109916.
   Web of Science ®Google Scholar
• Wiethe‑Körprich, M., and S. Bley. 2017. “Prospective Educators as Consumers of Empirical Research: An Authentic Assessment Approach to Make Their Competencies Visible.” Empirical Research in Vocational Education and Training 9 (8):1–26.
   Google Scholar
• Yiğitoğlu, N., and Y. K. Dollar. 2018. “Incorporating Action Research into In-service Teachers Education (INSET) Programs.” Çukurova Üniversitesi Eğitim Fakültesi Dergisi 47 (2): 694–709.
   Google Scholar