Cascading collaborative research on science teaching for diverse students

Lindsey Conner; B Cowie; P Buyers; T Glynn; K Otrel-Cass

Cascading collaborative research on science teaching for diverse students

Lindsey Conner, B Cowie, P Buyers, T Glynn, K Otrel-Cass

Research output: Contribution to conference › Paper › peer-review

Abstract

As part of the Ministry’s Quality Teaching Research and Development project, we
report on how the Ministry of Education, two universities and teachers studying a
Masters paper used collaborative research to investigate the question: what is
effective science teaching for diverse students? The cascade effect relates to how: the
university lecturers collectively planned the collaborative activities for participants to
develop their ideas; the teachers planned science teaching interventions and then
collaborated with other teachers to implement the lessons; and the research processes,
by the teachers and the university lecturers, that underpinned all of the above. The
multiple levels of collaboration provided opportunities for multiple stakeholders to
have constructive conversations for intentional and meaningful educational reform
related to addressing cultural disparities. We indicate the challenges and questions for
future directions that emerge from this project.

Original language	English
Number of pages	18
Publication status	Published - 3 Sept 2008
Externally published	Yes
Event	The British Educational Research Association Annual Conference 2008 - Duration: 3 Sept 2008 → …

Conference

Conference	The British Educational Research Association Annual Conference 2008
Period	3/09/08 → …

Keywords

science teaching
diversity

Cite this

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abstract = "As part of the Ministry{\textquoteright}s Quality Teaching Research and Development project, wereport on how the Ministry of Education, two universities and teachers studying aMasters paper used collaborative research to investigate the question: what iseffective science teaching for diverse students? The cascade effect relates to how: theuniversity lecturers collectively planned the collaborative activities for participants todevelop their ideas; the teachers planned science teaching interventions and thencollaborated with other teachers to implement the lessons; and the research processes,by the teachers and the university lecturers, that underpinned all of the above. Themultiple levels of collaboration provided opportunities for multiple stakeholders tohave constructive conversations for intentional and meaningful educational reformrelated to addressing cultural disparities. We indicate the challenges and questions forfuture directions that emerge from this project.",

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AU - Conner, Lindsey

AU - Cowie, B

AU - Buyers, P

AU - Glynn, T

AU - Otrel-Cass, K

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Y1 - 2008/9/3

N2 - As part of the Ministry’s Quality Teaching Research and Development project, wereport on how the Ministry of Education, two universities and teachers studying aMasters paper used collaborative research to investigate the question: what iseffective science teaching for diverse students? The cascade effect relates to how: theuniversity lecturers collectively planned the collaborative activities for participants todevelop their ideas; the teachers planned science teaching interventions and thencollaborated with other teachers to implement the lessons; and the research processes,by the teachers and the university lecturers, that underpinned all of the above. Themultiple levels of collaboration provided opportunities for multiple stakeholders tohave constructive conversations for intentional and meaningful educational reformrelated to addressing cultural disparities. We indicate the challenges and questions forfuture directions that emerge from this project.

AB - As part of the Ministry’s Quality Teaching Research and Development project, wereport on how the Ministry of Education, two universities and teachers studying aMasters paper used collaborative research to investigate the question: what iseffective science teaching for diverse students? The cascade effect relates to how: theuniversity lecturers collectively planned the collaborative activities for participants todevelop their ideas; the teachers planned science teaching interventions and thencollaborated with other teachers to implement the lessons; and the research processes,by the teachers and the university lecturers, that underpinned all of the above. Themultiple levels of collaboration provided opportunities for multiple stakeholders tohave constructive conversations for intentional and meaningful educational reformrelated to addressing cultural disparities. We indicate the challenges and questions forfuture directions that emerge from this project.

KW - science teaching

KW - diversity

M3 - Paper

T2 - The British Educational Research Association Annual Conference 2008

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ER -

Cascading collaborative research on science teaching for diverse students

Abstract

Conference

Keywords

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Cite this