Exploring Classroom-Centric Research: Significant Themes and Viable Approaches as Practiced by K-12 Teachers (75570)
Session Chair: Neal Luo
Thursday, 23 November 2023 11:45
Session: Session 2
Room: Room 704
Presentation Type: Oral Presentation
In a more complex and dynamic view of teaching profession, teachers need to exhibit research-informed practices by utilizing and conducting classroom-centric research (Taber, 2013). This holds particular significance with the increasing emphasis in schools on continuous improvement, data-driven decision making, and evidence-based practice. This study utilized the documents of classroom research proposed or implemented by 103 K-12 teachers from a midwestern state of the United States in summer 2023 to explore the significant themes and viable approaches of classroom-centric research. Employing a comprehensive thematic analysis, the data underwent coding, analysis, and organization to discern the prevalent themes. The analysis revealed nine prominent significant classroom research domains and their themes: Academic Performance Enhancement, Teaching Strategies and Engagement, Social-Emotional Learning (SEL), Teacher Professional Development and Retention, Student Well-Being and Inclusion, Assessment and Learning Approaches, Creative Thinking and Mindset, Educational Technology Integration, and Cultural Diversity and Inclusivity. Teachers predominantly suggested pragmatic research strategies, encompassing quantitative designs like experiments and comparative research, as well as qualitative approaches such as case study, phenomenology, and grounded theory. However, quantitative correlational research and qualitative ethnography were notably less prevalent in their mixed methods designs. This study contributes to a comprehensive understanding of diverse classroom-centric research domains, themes, and practical methodologies, providing evidence-based insights for teachers and teacher educators. It sheds light on crucial practical research subjects and offers actionable techniques for teachers and enable teacher educators to adeptly train teachers to embody a high level of professionalism.
Authors:
Neal Luo, Emporia State University, United States
About the Presenter(s)
Dr Neal Luo is a University Associate Professor/Senior Lecturer at Emporia State University in United States
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