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

• 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
• ISSN: 0305-764X; 1469-3577
• DOI: 10.1080/0305764X.2013.855170

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.