How Research Can Affect Teaching at Classroom Level - Essay Example

It is easy to assume that teachers are supposed to do a better job as far as keeping up with science is concerned, nevertheless, teaching is a profession that is already labor intensive. It might therefore become difficult for someone not familiar with the profession to separate scientific research from other pseudoscience. This means theories associated with learning and teaching at different levels may appear as effective but they need to be tested on a large scale. Research also leads to the development of equity that ensures that individuals develop a belief in value while being committed to the creation and sustenance of positive school cultures. Is also important is developing lifelong learning that enables individuals to develop a commitment to implementing shared visions of learning that are backed by the school community.

On the other hand, action research may be instrumental in appreciating the activities that take place in the classroom and identifying the changes that lead to improved teaching and learning (Whitehead & McNiff, 2006). Action research is important in answering questions concerning the efficiency of particular instructional approaches, the performances of students, and the management of classroom approaches.

Education research often appears to be removed from other aspects of the classroom and for many teachers; experimental research appears to be in contradiction with the mandate to improve learning for all students (Armstrong & Moore, 2004). In this context, action research provides the benefits of studies in the schoolroom setting without the associated hurdles.

Journal Entry Two: How research can impact school-wide achievement
The main aim of school-wide research is to improve the school in terms of the organization as an entity with an ability to solve problems (Erchul & Sheridan, 2014). Through recurrent cycles of research, the entire school, as a community should progressively improve to gain the ability to work together in the identification of problems and solving them. School-wide research also seeks to improve equity among the students, for instance, if the schools study the process of writing so that it can provide enhanced instructional opportunities for the students, the main aim is that the entire student body benefits.

Thirdly, the effect of school-wide research is the depth and contents of the associated inquiries and if the researcher decides to study the writing process, teachers intend to improve the quality of writing in the whole school. Therefore, in the areas of common interests, all the teachers are involved in studying and assessing the impact on students (Rappino, 2008). Since they seek school-wide growth, the research must consider students and parents as well as the general community as far as data collection and interpretation is concerned, and selecting options that can be acted upon. This may create diversity and unity that will lead to individuals developing a commitment to including all interested parties in various aspects of school learning.

Journal Entry Three: How research can improve individual student achievement
Research has for a long time demonstrated the advantages associated with various forms of ongoing assessment towards the improvement of student achievements. However, most of this work originates from controlled experiments that assess the impact of continuous assessment practices against interventions on instructions. There is consensus among educators concerning the transformative potentials of continuous assessment practices regarding allowing teachers to adapt teaching models that will meet the needs of the students more comprehensively.

Consequently, the issue becomes less concerned with how the use of data can assist in the acceleration of student performance levels to more about the manner of establishing a culture where the use of data is associated with daily instructions. This is the best way to utilize research data that is applied and available for all the interested parties associated with the achievements of students. Technological tools that back up assessment, as well as analysis, are plentiful, but most of them are costly and not easy to use.
Additionally, there is limited evidence demonstrating that these tools add any value when considering the outcomes of students.

The main issue is that most numerous tools are utilized without an elaborate plan. Numerous schools make the mistake of researching aspects associated with assessment while expecting the product to improve the achievements of students on its own. This can be equated to paying for a gym membership without putting the effort into going to the gym and exercising. Research assists the schools to select the correct set of tools, which will help develop a basis for improvements of specific students in the school setting. Read More