As education systems increasingly emphasize teaching for the development of competency, teachers need support in how to design classroom assessments of competencies associated with their areas of learning. Teachers who engage students in learning democracy through deliberative dialogue and participation in real-world processes will find limited…

The COVID-19 pandemic has exacerbated the long-standing problem of teacher attrition. Some teachers have reported that they have considered leaving the profession because of a lack of advancement opportunities. Jennifer Wu-Pope explains how research-practice partnerships can play a role in retaining these teachers while leveraging their expertise…

Project SMURF is an initiative of the Planning and Research Section (PRS) to uplift the performance of the Schools Division of Calapan City in research. Accordingly, this action research tested the effectiveness of the project and investigates further its possible contributions in attaining DepEd Goals. Underneath the quantitative research method,…

In this study, we adopted a Teacher Research Group model, a collaborative approach to teacher education that draws on the principles of numerous action research models of enquiry. More specifically, a teacher educator worked alongside an experienced physical education teacher over a three-month period to plan, teach and evaluate a series of…

Researcher-practitioner partnerships have gained increasing prominence within education in recent years, yet scholarship on partnerships and tools to guide partnerships' work remain in their infancy. Drawing on our own work in a partnership as well as analysis of abstracts for the 41 partnerships funded by the Institute of Education Sciences and…

This article presents the background to and rationale for a practice-focused model of educational change and improvement. In contrast to autocratic top-down models, this democratic and pragmatic approach begins with the educational concerns of teachers. In this model, responsibility and accountability for educational improvement is shared between…

In a time in which teachers and teacher educators live under constant disparagement, authentic teacher research has the potential to give teachers a voice in ongoing professional development as well as school improvement. Two teacher educators share their experience implementing teacher research among pre-service teachers, acknowledging pitfalls…

In this book, educators learn what they need to know about the action research cycle and get practical help for working through each step of the cycle--from choosing a topic and generating research questions to analyzing data and reporting results and conclusions. In a clear, concise, user-friendly approach, the author helps readers through the…

This interpretative, cross-sectional study analysed the perceptions of students in their last year of their bachelor's in primary school education with regard to educational inquiry. It explored their understanding of what this concept means and its benefits, as well as the procedures, stakeholders and competences involved in research. The data…

This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a…

The purpose of this interpretive qualitative study was to determine how teacher leadership is conceptualised in official documentation in South Africa. Document analysis of national official documentation was performed, using the attributes of teacher leadership as indicated by Webber (2018) in a priori coding in the content analysis. The document…

This special issue recognizes EAPRIL as being a platform for practitioner and practice-based research and by organizing the 10th annual conference for practitioner research on improving learning in education and professional practice. Papers in this conference and in this special issue are rooted in practice-based research or practitioner…

In this plenary I reflect on the research I have shared over the past many years of participating and presenting in PME and PME-NA conferences to identify three intellectual divides that continually challenge and motivate my scholarship. I discuss how these intellectual borders (mathematics/education; expert/novice; research/teaching) create…

This paper examines how one primary school in the East Midlands region has worked to establish a culture of teacher-led, evidence-based teacher inquiry. It reports on a pilot year of research when the senior leadership team (SLT) decided to implement a strategic focus on evidence-based teaching, which would generate their own school knowledge,…

In contemporary educational settings, school leaders and teachers face increased accountability and pressure to raise student performance. Utilising professional learning to develop individual and collective capability is a common feature of these settings. In Australia, there is evidence that many schools have implemented action research to…