Module 5: Finding a Teacher Research Network and Writing Group 

Essential Questions 

• Why is it helpful for practitioners to collaborate during the research and publication process?
• What are some ways practitioners collaborate? 
• What type of collaboration might best suit my needs?  

Why Collaborate? 

It is often said that two heads are better than one; this is especially true for practitioners who want to understand their students’ needs and their teaching practices better. As a profession, teachers, administrators, and staff are better when there is a team of devoted educators working together to improve classrooms and schools (Stremmel, 2007). Certainly, practitioner research and publication can be conducted solo; however, the process is more fruitful, dynamic, and less intimidating when colleagues are involved. The “my classroom, my research” approach is common, but shifting this mindset and realizing that two heads can, indeed, be better than one can lead to a transformative experience for all involved. 

The collaborative peer process can evolve through various paths – from the practitioner working on his or her own and simply joining a network of like-minded practitioners to conducting a full research and publication project with the help of a team of committed practitioners. Whether the practitioner engages a little or a lot with colleagues, all individuals and the teaching profession in general are better off for this collaboration. Explore some of the following collaborative models: 

1. Joining a specialized professional association (SPAs) and receiving support from leadership or members 

Through this model, practitioners are largely in charge of their own classroom research but might seek input from experts, leaders, or fellow organization members in a SPA. Joining a SPA offers an integrated community of educators committed to the same content area or population of learners. Each SPA has special support groups for research and practitioners and includes content- or area-specific peer-reviewed journals which serve as places in which to publish findings from classroom-based research or to be inspired by other professionals’ work.  

In the field of education, some of the most popular SPAs include: 

• ABAI https://www.abainternational.org/welcome.aspx (Special Education) 
• ACEI http://www.acei.org/ (Elementary Education)
• ACSI https://www.acsi.org/ (Christian Education)
• ALAN http://www.alan-ya.org/ (Young Adult Literature)
• ASCA https://www.schoolcounselor.org/ (School Counseling)
• ASCD http://www.ascd.org/Default.aspx (Curriculum & Instruction)
• AZABA http://azaba.org/ (Special Education)
• CACREP http://www.cacrep.org/ (School Counseling)
• CEC http://www.cec.sped.org/ (Special Education)
• ILA http://www.literacyworldwide.org/ (Reading)
• ISTE https://www.iste.org/ (Technology)
• NAEYC http://www.naeyc.org/ (Early Childhood Education)
• NAGC http://www.nagc.org/ (Gifted Education)
• NASD https://nasd.arts-accredit.org/ (Dance Education)
• NASM https://nasm.arts-accredit.org/ (Music Education)
• NAST https://nast.arts-accredit.org/ (Theater Education)
• NBEA https://www.nbea.org/ (Business)
• NCSS http://www.socialstudies.org/ (Social Studies)
• NCTE http://www.ncte.org/ (English/Language Arts)
• NCTM http://www.nctm.org/ (Mathematics)
• NPBEA http://www.npbea.org/ (Educational Administration)
• NSTA https://www.nsta.org/ (Science)
• NWP https://www.nwp.org/ (English/Language Arts) 
• SHAPE http://www.shapeamerica.org/accreditation/peteacherprep.cfm (Physical Education) 
• TESOL http://www.tesol.org/ (TESOL) 

1. Co-developing a research project and co-authoring a publication with a close colleague 

A guaranteed way to speed up the research and publication process is to co-develop the project with a close colleague. Tackling classroom- or school-based research alongside a practitioner who is seeking growth in similar area decreases the workload. For example, if two grade-level teachers are both curious how to improve student focus and learning after holidays and breaks, then the teachers can work together to implement a series of similar engagement strategies using technological tools like Padlet and Flipgrid to see if attentiveness improves. Together, the teachers can develop similar lesson plans, formative assessments, and a summative assessment and then analyze and reflect upon their findings together – all of which can lead to a co-drafted and published articles. Not only is it more efficient to share the responsibility of creating lessons and assessments, it also will allow for deeper analysis and reflection of the results of their efforts.

Co-developing and co-authoring can be a smooth, straightforward process, or it might not be. Closely working with another practitioner can result in occasional challenges and setbacks, particularly because most classroom teaching occurs with a degree of independence and isolation. The key is to be proactive from the beginning. Elect to work with a colleague who is attentive, driven, mutually committed to the same goals, and responsive to new ideas and feedback. Even if the process results in occasional conflict, which can happen when two or more passionate educators agree to work together, there is something valuable to be learned that improves the process the next time.

1. Engaging in discourse about the research and publication process with colleagues 

A simple discussion can solve a lot of unanswered questions. This is when it is helpful to identify and call upon at least one or more trusted, experienced colleagues who are willing to engage in discourse and exchange ideas about practitioner research and publication. Ideally, these individuals work on the same team or in a similar grade level or content area and can provide specific, constructive feedback on each step of the process. For instance, if a teacher develops a pre- and post-test for her students and wants to get feedback on how students might respond, it is helpful to reach out to a colleague who can identify questions that are not worded clearly enough or that may not be addressed adequately in the curriculum. One of the benefits of aligning with helpful colleagues is that a practitioner who is experienced may not need assistance at every step of the process and may benefit from an occasional conversation about issues that arise.

1. Forming a local or Internet-based writing group for accountability

Many professions require collaboration day in and day out with colleagues. While teaching requires teamwork, the actual act of teaching is often done alone. This means that being an educator is a lot like being a golfer. Just as golfers compete for a school or club team, they also take all of the swings and putts solo. Being an educator is a team sport with ample communication and exchange of ideas; however, the day-to-day work of teaching and administering occurs on one’s own. 

One way to work around the isolation that can come with being an educator is to identify a local or Internet-based writing group. This group does not have to be education focused. It can simply be a group of researchers or writers who are driven and committed to progress and accountability. Many local libraries and community organizations have research and writing groups. A Google search including the city/state/country name and “writing group” results in many resources. 

1. Utilizing online networks and research partners on Twitter using the following hashtags 

Social media is redefining education, specifically student-teacher relationships and the channels teachers use to communicate information to students (Wade, n.d.). Another use of social media is to help practitioners connect with other practitioners. The more teachers, administrators, and staff build an informed network, the stronger the profession will become -- social media is one powerful avenue in which to grow the profession. 

Almost every SPA has an online presence that allows practitioners to connect with others. For instance, the International Literacy Association can be found on Twitter with over 50,000 followers under the handle @ilatoday. The National Council of Teachers of Mathematics is on Twitter with 70,000 followers as @nctm. The popular education website Edutopia has a following of 1.1 million and can be found @edutopia. The publication EdWeek Teachers hosts 270,000 followers everyday @edweekteacher. 

Along with practitioner-focused Twitter accounts, there are hashtags that can be used on Twitter, Instagram, Facebook, and LinkedIn, all popular social media applications for educators. Popular hashtags include:   

• #edchat
• #education
• #edtech
• #edtalks
• #activelearning

Using hashtags specific to a SPA can help refine connections. For example, the National Council of Teachers of English (NCTE), the foremost SPA for teachers of English, social media users use the hashtags #ncte #nctevillage or #nctechat to identify one another and to search for specific content.

Adding a hashtag to a social media post enables the post to end up in a repository of similar posts that practitioners can read through, engage with, or save for further reference. The hashtag is an easy way to identify a network of practitioners with whom to exchange ideas. Practitioners can use social media, specifically hashtags, to identify research and publication partners. For instance, professors, teachers, and administrators around the country frequently find practitioners with similar interests via social media hashtags and then commit to working on a project together or setting check-in dates to ensure accountability and progress on solo projects. 

1. Use the American Educational Research Association’s Special Interest Group for Teacher Research 

The American Educational Research Association, or AERA, is a SPA that supports education researchers in the United States and around the world. While there is plenty of traditional educational research that takes place with the support of AERA, the organization also supports practitioner-based research. There is a Special Interest Group (SIG) named Teacher as Researcher formed specifically to aid practitioners in the design, implementation, and dissemination of school/classroom-based research findings. In fact, the following link provides a list of journals that publish practitioner-based research: http://www.aera.net/SIG126/Research-Connections  

Suggested Readings

https://gse.gmu.edu/research/tr/tr-group/ 

http://www.aera.net/SIG126/Research-Connections