Bridging theory, research, and practice to address education dilemmas, Vol. 5

Abstract

For their primary assignment of the research master's course Teachers and Teaching at Utrecht University in the Netherlands, students partnered with local schools to address a school-based dilemma or inquiry question. Our goals were for students to learn first-hand from practitioners about the everyday realities of school; to build collaborative relationships with educators; and to develop and apply research skills in authentic contexts. The students' assignment first required them to meet with educators at a primary or secondary school who had identified a topic relevant to their school communities. The students and educators discussed the context, dilemma, and desired outcomes. The students then had to determine whether they could best address the dilemma by conducting a rigorous review of existing research, applying research findings to the dilemma through an action or intervention and studying the consequences, or combining literature review and practice-based research strategies. Projects resulted in recommendations for each school as well as for educational practice and research. This monograph describes all five projects completed during the spring semester, 2018. Each of the sections begins with a uniform title page for each project, which is then followed by a handout created by each group to give an overview of their work. Handouts were distributed to members of the school community and other interested participants during a showcase at the end of the semester. Although these projects and recommendations specifically address current dilemmas at particular schools, we hope that they inspire further inquiry and action. I chose this assignment because I believe in the importance of collaboration between academic researchers and practicing educators in creating and sustaining school communities that fully support the development and flourishing of all of their students. To maximize its impact, academic research should be informed by, and address, the realities of teachers and students; and educational practice should be informed by relevant scholarship. Tighter links between scholarship produced both within and beyond schools have the potential to address the complex challenges facing today's educators and students.