Bibliography for Best Practice in Teacher Research Programs

Found in Profiling Teacher Research Participation Programs: An Approach to Formative Evaluation, The National Center for Improving Science Edcuation of the NETWORK, Inc. with support from the United States Department of Energy, November, 1993.

  1. Gottfried, S.: Brown, C.; Markovits, P.; and Changar, J. Undated. "Scientific Work Experience Programs for Science Teachers: A Focus on Research-Related Internships." Unpublished Manuscript.
    The authors found five factors related to effective implementation of a research internship program: (1) mentors, project staff, and teachers share goals and expectations, have open, frequent communication; (2) teachers have articulated project or research assignment; (3) curriculum development component facilitated by expert, focus on process rather than product; (4) follow-through with implementation and dissemination at regional, national, and local levels; and (5) multiple methods of ongoing evaluation.
  2. Little, J. 1990. "The Mentor Phenomenon and the Social Organization of Teaching." Review of Research in Education, 16: 297-351.
    This is an essay supported by research describing the emergence and meaning of mentor programs for teachers and the nature of the mentoring process in education where autonomy has traditionally been the norm. Evidence suggests that the time mentors spend with their mentees is a key factor in how effective they are seen to be by their mentees. The author cites the dearth of well designed research on what features are most desirable in formal mentor programs.
  3. Loucks-Horsley, S.; Harding, C.; Arbuckle, M.; Murray, L.; Dubea, C.; and Williams, M. 1987. Continuing to Learn: A Guidebook for Teacher Development. Andover, MA: The Regional Laboratory for Educational Improvement of the Northeast and Islands.
    A synthesis of research and best practice on teacher development (especially Chapter 2), this book includes a rationale for the importance of understanding the process of engaging in a new experience and sensitivity to teachers' concerns, needs, and recognition; explicit connections to use of new ideas and materials in the classroom; and the unfolding of an experience over time and the key role of follow-up.
  4. The National Center for Improving Science Education. 1991. The High Stakes of High School Science. Andover, MA: The National Center for Improving Science Education, the NETWORK, Inc.

    Loucks-Horsley, S.; Brooks, J.; Carlson, M.; Kuerbis, P.; Marsh, D.; Padilla, M.; Pratt, H.; and Smith, K. 1991. Developing and Supporting Teachers for Science Education in the Middle Years. Andover, MA: The National Center for Improving Science Education, the NETWORK, Inc.

    Loucks-Horsley, S.; Carlson, M.; Brink, L.; Horwitz, P.; Marsh, D, H.; Roy, K; and Worth, K. 1989. Developing and Supporting Teachers for Elementary School Science Education. Andover, MA: The National Center for Improving Science Education, the NETWORK, Inc.
    These three books draw from research and best practice to directly address attributes of programs which focus on improving the knowledge, skills, and teaching strategies of science teachers.
  5. Odell, S. 1990. Mentor Teacher Programs. Washington, D.C.: National Education Association.
    This booklet provides an overview of the research and best practice literature on mentoring and teacher mentors, including the desirable characteristics, assignment, and training of mentor teachers.
  6. Thies-Sprinthall, L. 1984. "Promoting the Developmental Growth of Supervising Teachers: Theory, Research Programs, and Implications." Journal of Teacher Education, 35(3): 53-60.
    A summary of best practice and a pilot study of training of supervising teachers to promote their phychological growth. The article advocates significant role taking experiences; guided reflection; a balance between real experience and reflection; personal support and challenge; and continuous programming. The findings support the need for further research on effective methods of training supervisors.