Abstract
In this chapter we describe the partnership between teachers and researchers engaged together in a small-scale research project. Using design research methodology, an exploratory project was planned and implemented initially in a Year 1 class, followed by iterations in the following two years in Years 1–3 classes (children aged 5–7 years). The project began with one teacher in the initial year, followed by two teachers in the second year, and then four teachers in the third year.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Ball, D. L., & Forzani, F. M. (2007). What makes educational research “educational”? Educational Researcher, 36, 529–540.
Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1–14.
Behr, M. J., Harel, G., Post, T., & Lesh, R. (1994). Units of quantity: A conceptual basis common to additive and multiplicative structures. In G. Harel & J. Confrey (Eds.), The development of multiplicative reasoning in the learning of mathematics (pp. 121–176). Albany, NY: State University of New York Press.
Fuson, K. C. (2004). Pre-K to Grade 2 goals and standards: Achieving 21st-century mastery for all. In D. H. Clements, J. Sarama, & A.-M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 105–148). Mahwah, NJ: Erlbaum.
Jaworski, B. (2003). Research practice into/influencing mathematics teaching and learning development: Towards a theoretical framework based on co-learning partnerships. Educational Studies in Mathematics, 54(2/3), 249–282. doi: 10.2307/3483198
Kelly, A. E. (2004). Design research in education: Yes, but is it methodological? The Journal of the Learning Sciences, 13(1), 115–128.
Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education. (2009). The New Zealand curriculum mathematics standards. Wellington, New Zealand: Learning Media.
Nunes, T., & Bryant, P. (1996). Children doing mathematics. Oxford, England: Blackwell Publishers.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23.
Sophian, C. (2007). The origins of mathematical knowledge in childhood. New York, NY: Erlbaum.
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration [BES]. Wellington, New Zealand: Ministry of Education.
Wagner, J. (1997). The unavoidable intervention of educational research: A framework for reconsidering researcher-practitioner cooperation. Educational Researcher, 26(7), 13–22. doi: 10.2307/1177125
Young-Loveridge, J. (2010). A decade of reform in mathematics education: Results for 2009 and earlier years. In Findings from the Numeracy Development Projects 2009 (pp. 15–35, 198–213). Wellington, New Zealand: Ministry of Education.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Bicknell, B., Young-Loveridge, J. (2017). Teacher-Researcher Partnerships. In: McNae, R., Cowie, B. (eds) Realising Innovative Partnerships in Educational Research. Educational Partnerships and Collaborations. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-062-2_8
Download citation
DOI: https://doi.org/10.1007/978-94-6351-062-2_8
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6351-062-2
eBook Packages: EducationEducation (R0)