The Dissemination of Knowledge about Research on Teachers, to the Teachers

  • Lawrence J. Saha
Part of the Springer International Handbooks of Education book series (SIHE, volume 21)

The purpose of this chapter is to examine the extent to which research knowledge about teachers, and for teachers, is actually disseminated in a way that enhances the teaching profession, the teachers themselves and the practice of teaching. Teachers occupy a position of direct contact with the students that not only they, but the entire educational system serves. They are at the bottom of a Y-chain of professionals that includes academic researchers on the one side of the Y, and educational administrators on the other. The former have no authority over teachers, but engage in research activity that can help them more effectively discharge their professional duties and use their professional expertise. The latter are in a chain of authority which defines and regulates their roles in the classroom. Thus on the one hand, school teachers are the object of much potentially useful academic research, but on the other they are increasingly accountable to administrators who have financial, organizational and community responsibilities. In the best of all possible worlds, the dissemination of “useful” research knowledge to teachers goes through the administrators, and is supported by them. However, it can happen that the research is not deemed useful, or is simply not transmitted. Finally, it occasionally happens that the teachers themselves are researchers and create their own useful knowledge which enhances the performance of their classroom roles and responsibilities.


Educational Research Student Achievement School Climate School Principal Research Knowledge 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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  • Lawrence J. Saha

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