Evidence-based practice and teacher action-research: a reflection on the nature and direction of ‘change’
This study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action-research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action-research reports pointed to a multi-faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors.
Colucci-Gray, L., Sharmistha, D., Gray, D., Robson, D., & Spratt, J. (2013). Evidence-based practice and teacher action-research: a reflection on the nature and direction of ‘change’. British Educational Research Journal, 39(1), 126-147. Full Text.
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