Literacy research and translation to practice: Developing a collaborative inservice model

Bette Sylvester Bergeron, Purdue University

Abstract

The purpose of this 19-month study was to develop a collaborative inservice model wherein literacy research would most effectively be translated to practice. A primary goal of this study was to incorporate into the inservice model the expressed professional needs and interests of the participants; these participants were the teachers and principal of an elementary school. Four phases were developed for implementation of the inservice model: exploration, research synthesis, research translation, and retrospection. Through the exploration study phase participants' perceptions regarding literacy instruction and research were tapped in order to provide the basis from which the inservice model could develop. During the research synthesis and translation phases collaborative projects were developed. These projects, which included the creation of synthesized research reports and small-group meetings, provided a way for literacy research to be shared with participants. In the final retrospective phase participants provided feedback concerning the effectiveness of the inservice model. Participants' perspectives regarding changes in their literacy instruction and views of literacy research were also explored in order to determine the impact of the inservice model. Data collected throughout the research study included field notes taken during school visits, interviews, surveys, artifacts, and a researcher journal. Using a constant comparative analysis three study assertions emerged. These assertions describe the process of change as it was observed at the study site. The first assertion suggests that a sense of Community exists among the participants that interactively bound them together. A second assertion focuses upon the Empowerment of all participants at the school. Both Community and Empowerment provide stability and support allowing teachers to attempt change in their literacy instruction. A third assertion, Constraints, describes those factors that inhibited the change process. Because of the support and stability inherent to the school context, however, participants were able to accommodate for these constraints; thus, the change process, in a modified form, was able to proceed. From these findings suggestions for future inservice programs are offered. These suggestions include (a) providing practitioners with research that is relevant to their classroom contexts, (b) providing opportunities for collaboration between research and practice, (c) altering current reward systems for both researchers and practitioners so that all participants can mutually benefit from the collaboration, and (d) recognizing the empowerment of practitioners in the change process.

Degree

Ph.D.

Advisors

Dillon, Purdue University.

Subject Area

Literacy|Reading instruction

COinS