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Teacher research as continuous process improvement

Teacher research as continuous process improvement Purpose – Teacher research (inquiry) has been characterized as practice improvement, professional development and action research, among numerous names and descriptions. The purpose of this paper is to support the case that teacher research is also a form of quality improvement known as continuous process improvement (CPI). Design/methodology/approach – The paper outlines the underlying characteristics, processes and sub‐processes employed by teacher researchers. Next, the same approach is applied to the underlying characteristics, processes and sub‐processes of CPI. Lastly, an analysis is performed to identify parallels between teacher research methodology and the methodology employed in CPI to support the case that teacher research is a form of CPI. Findings – It is believed that a defensible analytical case has been built that where teacher research is conducted, the teacher's practice and the education of the students is undergoing CPI. Practical implications – Schools and school administrators searching for techniques to improve the learning that takes place in their school should strongly consider and support teacher research as an effective means of quality improvement. Originality/value – The paper presents a different perspective and view of teacher research in the context of CPI, which was once considered the domain of businesses and corporations. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Quality Assurance in Education Emerald Publishing

Teacher research as continuous process improvement

Quality Assurance in Education , Volume 18 (4): 15 – Sep 28, 2010

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References (41)

Publisher
Emerald Publishing
Copyright
Copyright © 2010 Emerald Group Publishing Limited. All rights reserved.
ISSN
0968-4883
DOI
10.1108/09684881011079134
Publisher site
See Article on Publisher Site

Abstract

Purpose – Teacher research (inquiry) has been characterized as practice improvement, professional development and action research, among numerous names and descriptions. The purpose of this paper is to support the case that teacher research is also a form of quality improvement known as continuous process improvement (CPI). Design/methodology/approach – The paper outlines the underlying characteristics, processes and sub‐processes employed by teacher researchers. Next, the same approach is applied to the underlying characteristics, processes and sub‐processes of CPI. Lastly, an analysis is performed to identify parallels between teacher research methodology and the methodology employed in CPI to support the case that teacher research is a form of CPI. Findings – It is believed that a defensible analytical case has been built that where teacher research is conducted, the teacher's practice and the education of the students is undergoing CPI. Practical implications – Schools and school administrators searching for techniques to improve the learning that takes place in their school should strongly consider and support teacher research as an effective means of quality improvement. Originality/value – The paper presents a different perspective and view of teacher research in the context of CPI, which was once considered the domain of businesses and corporations.

Journal

Quality Assurance in EducationEmerald Publishing

Published: Sep 28, 2010

Keywords: Schools; Teachers; Research work; Continuous improvement; Quality improvement

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