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Fostering Research Literacy Among In-Service Educators

Fri, April 25, 9:50 to 11:20am MDT (9:50 to 11:20am MDT), The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 4

Abstract

Research literacy is crucial for evidence-based practice and continuous professional development in education. Despite its importance, many in-service teachers struggle to effectively utilize research, often relying solely on experiential insights. This qualitative study explores the potential of scaffolded instruction in addressing barriers to research use and cultivating research literacy among in-service teachers. We implemented specific support strategies, including one-on-one coaching, graphic organizers, library database tutorials, and peer review sessions. To investigate their impact on participants' research competencies, we analyzed students' research proposals, discussion forum transcripts, and emotion surveys. Findings reveal significant improvements in defining research problems, locating and assessing research, and attitudes toward educational research.

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