Conducting Research on Practice
Bibliographic Data
| ID | 9733410 |
|---|---|
| Authors | Virginia Richardson (University of Arizona, Tucson, AZ 85721. She specializes in teaching and teacher education and research methodology., corresponding author) |
| Year | 1994 |
| Volume | 23 |
| Issue | 5 |
| Pages | 5-10 |
| Publication date | 1994-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x023005005 |
| OpenAlex | W2047107918 |
| Language | EN |
| Citations received | 75 |
| References cited | 47 |
This article explores two forms of research on practice: formal research and practical inquiry. Formal research is undertaken by researchers and practitioners to contribute to an established and general knowledge base. Practical inquiry is undertaken by practitioners to improve their practice. It is suggested that practical inquiry is more likely than formal research to lead to immediate classroom change; that these two forms of research are fundamentally different; and that both are useful to practice, but in different ways
Educational research · Engineering ethics · Pedagogy · Practice research · Practitioner research · Research methodology · Sociology · Engineering · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Cine compartido
O Docente-Pesquisador
L’enseignant expert
L'approche collaborative de recherche en éducation
Cognitively Guided Instruction
Relationships of Knowledge and Practice
Chapter 8
Opening up curricula to redistribute epistemic agency
In search of pedagogical content knowledge in science
Neve Shalom/Wahat Al-Salam
Harnessing the slipstream
Action Research in Foreign Language Teaching in China
L’altérité dans la voilure
Engaging Two-Eyed Seeing to enhance regenerative tourism
The evidence-based intervention for teaching the Chinese language in Australian classrooms
Exploring collective identity of a group of teaching-oriented academics amid research discourse
Capacity building to bridge data use and instructional improvement through evidence on student thinking
Evaluation of a state critical thinking skills training program
Collaborative Evaluation Research
Best Practice
When AI Enters the Syllabus
Why Action Research
La recherche collaborative en milieu scolaire
The Knower and the Known
Learning to Teach Mathematics
One Size Doesn't Fit All
Exploration of Mental Readiness for Enhancing Dentistry in an Inter-Professional Climate
The politics of curriculum reform in Canada
Learning (about Learning) from Four Teachers
Knowledge Competition and Personal Ambition
Teachers' perspectives on classroom practice in Botswana
And so we plough along
An inquiry into the development of critical reflection in secondary student teachers
Collaborative teacher learning
Understanding teachers’ self-sustaining, generative change in the context of professional development
Autonomy through pedagogical research
I feel I have received a new vision
On the edges of the Map”
Changes in preservice teachers' perceptions of conflicts and tensions
Beliefs, practices, and interactions of teachers in a Japanese high school English department
Preservice elementary teachers' views of pedagogical and mathematical content knowledge
Collaborative action research and project work
Teachers’ conceptions of teacher-research and self-perceptions as enquiring practitioners—A longitudinal case study
Anti-Colonialist Antinomies in a Biology Lesson
Formal Fascinations and Nagging Excerpts
Choices in conceptualizing classroom‐anchored research and linking it to policy/practice to improve educational quality in ‘developing’ countries
Accessing, Documenting, and Communicating Practical Wisdom
Searching for Dialogue in Dance Education
A New Look at Secondary Teachers’ Conceptions of Mathematics and its Teaching
Critical Inquiry in the Social Studies Classroom
An Inquiry-Based Reform Effort
Measuring the acquisition of media‐literacy skills
The Teacher Research Movement
A Knowledge Base for the Teaching Profession
Challenges Confronting the Researcher/Teacher
Educational Judgment
Reflecting on Research for Doctoral Students in Education
The New Paradigm Wars
Methodology and the Research-Practice Gap
Advancing the Scholarship of Teaching through Collaborative Self-Study
Primary to Secondary Lote Articulation
Native Chinese‐Speaking K–12 Language Teachers' Beliefs and Practices
Capturing Teachers’ Generative Change
Educational Researchers and Practicality
Collaboration as Dialogue
Teachers' Informal Rationality
Teoria, pesquisa e prática em Educação
Self-Study In Teacher Education
Pesquisar e formar
Fostering Elementary Teachers' Research on their Science Teaching Practices
Controlling Quality and Creating Community
Teacher Stories and Transactional Inquiry
Research for High-Quality Urban Teaching
Using Research to Inform the Practice of Teachers, Schools, and School Reform Organizations
From cooperation to collaboration
Teachers and Teaching
Contradictions of control
Official Knowledge
The New Meaning of Educational Change
How Do Teachers Manage to Teach? Perspectives on Problems in Practice
Ways of Evaluating Teacher Cognition
Teachers’ Beliefs and Educational Research
Classroom practice
Teacher Thinking
The Body in the Mind
Becoming Critical
Peering at History through Different Lenses
Educational research and outsider‐insider relations
By Chart and Chance and Passion
Research on Teaching and Teacher Research
Validity and Teacher Inference
The Place of Story in the Study of Teaching and Teacher Education
What Can Research on Teacher Thinking Contribute to Teacher Preparation? A Second Opinion
Local Knowledge, Research Knowledge, and Educational Change
Asking the Right Questions About Teacher Preparation
Narrative Discourse and Teacher Knowledge
The Relationship Between Teachers’ Beliefs and Practices in Reading Comprehension Instruction
Erkenntnis und Interesse
The Knower and the Known
Knowledge and Teaching
Stories of Experience and Narrative Inquiry
Linking Ways of Knowing with Ways of Being Practical
The Study of Teacher Thinking
Restructuring Teacher Education Through Collaborative Action Research
Constraints on Teacher Change
| Unique citing works | 75 |
|---|---|
| Citations per year | 2,34 |
| Citation span | 1994 - 2026 (33) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 72 |