TY - JOUR
T1 - More than a master : developing, sharing, and using knowledge in school-university research networks
AU - Cornelissen, Frank
AU - Daly, Alan J.
AU - Liou, Y.-H.
AU - Swet, van, J.
AU - Beijaard, D.
AU - Bergen, T.C.M.
PY - 2014
Y1 - 2014
N2 - 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.
AB - 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.
U2 - 10.1080/0305764X.2013.855170
DO - 10.1080/0305764X.2013.855170
M3 - Article
SN - 0305-764X
VL - 44
SP - 35
EP - 57
JO - Cambridge Journal of Education
JF - Cambridge Journal of Education
IS - 1
ER -