Situating and Scaffolding Scholars: PhD Students as Teacher-Researchers

• In Event: Educator Adaptivity and Efficacy

Abstract

Though many efforts have been made to try and unite researchers and practitioners, their differences in epistemologies, ideologies, and training continues to prevail. As part of a larger project, this study was designed to help narrow the gap between research and practice by treating and training doctoral students as teacher-researchers. The purpose of this study was to guide three Curriculum and Instruction PhD students as they conduct research as part of their Elementary Education SIG opportunity. Using a case study approach, we explored the students’ developmental research perspectives. Data sources included interviews/focus groups, SIG meeting observations and field notes, participant reflections, and SIG work products. Emergent findings can be organized into two themes: Overall Scholarship/Community of Practice and Research-Practice Connections.

Authors

• Karyn A Allee, Mercer University
  Presenting Author

• Amanda Seccia, University of Chicago
  Presenting Author