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

Frank Cornelissen, Alan J. Daly, Y.-H. Liou, J. Swet, van, D. Beijaard, T.C.M. Bergen

    Research output: Contribution to journalArticleAcademicpeer-review

    8 Citations (Scopus)
    3 Downloads (Pure)

    Abstract

    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.
    Original languageEnglish
    Pages (from-to)35-57
    JournalCambridge Journal of Education
    Volume44
    Issue number1
    DOIs
    Publication statusPublished - 2014

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