|
Sign In to gain access to subscriptions and/or personal tools.
|
The Peculiar Problems of Preparing Educational Researchers
David F. Labaree, professor
The Department of Teacher Education, Michigan State University, 116R Erickson Hall, East Lansing, MI 48824; dlabaree{at}msu.edu. His research interests focus on issues in the historical sociology of American education, including the origins and nature of education schools, the effects of conflicting goals on schools, and the impact of markets on education
In this article, some difficulties are examined involving turning educational practitioners into educational researchers at American education schools. Teachers bring many traits that are ideal for this new role. At the same time, students and professors in researcher training programs often encounter a cultural clash between the world-views of the teacher and researcher. Students may feel they are being asked to transform their cultural orientation from normative to analytical, from personal to intellectual, from particular to universal, and from experiential to theoretical. They often resist. Differences in worldview between teachers and researchers cannot be eliminated easily because they arise from irreducible differences in the nature of the work that teachers and researchers do.
Educational Researcher, Vol. 32, No. 4,
13-22 (2003)
DOI: 10.3102/0013189X032004013
 CiteULike  Complore  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter What's this?
This article has been cited by other articles:
|
|
|
|
 
J. Nespor and S. L. Groenke
Ethics, Problem Framing, and Training in Qualitative Inquiry
Qualitative Inquiry,
June 1, 2009;
15(6):
996 - 1012.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. A. Bulterman-Bos
Will a Clinical Approach Make Education Research More Relevant for Practice?
Educational Researcher,
October 1, 2008;
37(7):
412 - 420.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
D. F. Labaree
Comments on Bulterman-Bos: The Dysfunctional Pursuit of Relevance in Education Research
Educational Researcher,
October 1, 2008;
37(7):
421 - 423.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
S. E. Noffke
Comments on Bulterman-Bos: Research Relevancy or Research for Change?
Educational Researcher,
October 1, 2008;
37(7):
429 - 431.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
D. Wiliam
Comments on Bulterman-Bos: What Should Education Research Do, and How Should It Do It?
Educational Researcher,
October 1, 2008;
37(7):
432 - 438.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
K. Leithwood and B. Mascall
Collective Leadership Effects on Student Achievement
Educational Administration Quarterly,
October 1, 2008;
44(4):
529 - 561.
[Abstract]
[PDF]
|
|
|
|
|
|
|
E. Murakami-Ramalho, J. Piert, and M. Militello
The Wanderer, the Chameleon, and the Warrior: Experiences of Doctoral Students of Color Developing a Research Identity in Educational Administration
Qualitative Inquiry,
July 1, 2008;
14(5):
806 - 834.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S. M. Printy
Leadership for Teacher Learning: A Community of Practice Perspective
Educational Administration Quarterly,
April 1, 2008;
44(2):
187 - 226.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. Wasburn-Moses and W. J. Therrien
The Impact of Leadership Personnel Preparation Grants on the Doctoral Student Population in Special Education
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children,
January 1, 2008;
31(2):
65 - 76.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. Wasburn-Moses
Minority Students' Perceptions of Their Doctoral Programs in Special Education
Journal of Teacher Education,
December 1, 2007;
58(5):
456 - 469.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. Cwikla
The Trials of a Poor Middle School Trying to Catch Up in Mathematics: Teachers' Multiple Communities of Practice and the Boundary Encounters
Education and Urban Society,
August 1, 2007;
39(4):
554 - 583.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. Anagnostopoulos, E. R. Smith, and K. G. Basmadjian
Bridging the University-School Divide: Horizontal Expertise and the "Two-Worlds Pitfall"
Journal of Teacher Education,
March 1, 2007;
58(2):
138 - 152.
[Abstract]
[PDF]
|
|
|
|
|
|
|
K. Hostetler
What Is "Good" Education Research?
Educational Researcher,
August 1, 2005;
34(6):
16 - 21.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. Eisenhart and R. L. DeHaan
Doctoral Preparation of Scientifically Based Education Researchers
Educational Researcher,
May 1, 2005;
34(4):
3 - 13.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. Dorfman and S. D. Lipscomb
Graduate Music Students' Attitudes toward Research
Journal of Music Teacher Education,
January 1, 2005;
15(1):
31 - 42.
[PDF]
|
|
|
|
|
|
|
T. V. Mariage, D. J. Paxton-Buursma, and E. C. Bouck
Interanimation: Repositioning Possibilities in Educational Contexts
J Learn Disabil,
December 1, 2004;
37(6):
534 - 549.
[Abstract]
[PDF]
|
|
|
|
|
|
|
C. S. Englert and M. S. Rozendal
A Model of Professional Development in Special Education
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children,
January 1, 2004;
27(1):
24 - 46.
[Abstract]
[PDF]
|
|
|
|
|
