More than a master: developing, sharing, and using knowledge in school-university research networks

Postgraduate master's programs for in-service teachers may be a promising new avenue in developing research partnership networks that link schools and university and enable collaborative development, sharing and use of knowledge of teacher research. This study explores the way these knowledge p...

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Bibliographic Details
Published in:Cambridge journal of education 2014-01, Vol.44 (1), p.35-57
Main Authors: Cornelissen, Frank, Daly, Alan J., Liou, Yi-Hwa, van Swet, Jacqueline, Beijaard, Douwe, Bergen, Theo C.M.
Format: Article
Language:English
Subjects:
Advisors
California
Case Studies
Collaboration
College students
Colleges & universities
Colleges and universities
Computer networks
Context
Educational Environment
Elementary Secondary Education
Graduate Students
Graduate studies
Higher Education
Information Dissemination
Interviews
Knowledge
Longitudinal Studies
master's program
Masters Programs
Mixed Methods Research
Networks
Partnership
Partnerships in Education
Questionnaires
School environment
school-university research networks
Schools
Sharing Behavior
sharing knowledge
Social Networks
Student Attitudes
Student Research
Students
Supervisor Supervisee Relationship
Teacher Education
teacher research
Teacher Researchers
Teachers
United States
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Summary:Postgraduate master's programs for in-service teachers may be a promising new avenue in developing research partnership networks that link schools and university and enable collaborative development, sharing and use of knowledge of teacher research. This study explores the way these knowledge processes originating from master's students' research occurs in the school-university network of a master's program embedded in the K-12 school environment of a Central Management Organization in the US. Questionnaires, interviews, and logs were used to collect quantitative and qualitative data at four time-points over a 10-month period. Data were analyzed at three network levels: school, dyad, and individual. Findings indicate that the school network context provided both master's students and research advisors with a supportive context for collaboratively engaging in knowledge processes during research as well as after they graduated. However, the network context was not enough to build sustainable and productive relationships in the partnership network.
ISSN:0305-764X
1469-3577
DOI:10.1080/0305764X.2013.855170