Our grand schematic of classroom research!
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Schema with similar features (Unit 1 B, page 15) are common; We envision three major components to a research project; a motivating goal or issue, acquisition of information bearing on achievement of the goal or resolution of the issue, and effects identifiable from the juxtaposition of impetus and information. Sometimes the project involves an intervention, but not necessarily. After the third major component in the above schema (Effect) the possibility of a scholarly product may emerge (curriculum materials, article, presentation, etc.) Such a product may enhance the institution’s information base as well as the existing body of scholarship. |
We argue that if the scholarly project is done well, teaching and learning will inevitably improve regardless of the results of the study. Why so? Because the classroom research by its very nature will at least improve attention to students and information they provide, thereby improving understanding and communication. Student performance is also positively motivated by evidence that teachers care enough to study them and the efficacy of their learning. |
