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The Role Of Research inProfessional DevelopmentRita C. Richey aa Wayne State UniversityPublished online: 17 Jul 2012.

To cite this article: Rita C. Richey (1981) The Role Of Research inProfessional Development, Action in Teacher Education, 3:1, 27-34, DOI:10.1080/01626620.1981.10519040

To link to this article: http://dx.doi.org/10.1080/01626620.1981.10519040

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Richey argues that the role ofresearch in the development ofteacher improvement programs isclear. She suggests three appropriate models.for such use and cites instances where they have beenused effectively.

The Role Of Research in ProfessionalDevelopment

Rita C. Richey, Wayne State University

With professional development emerging as one of the major foci in teachereducation, attention needs to be placed not only on the support and delivery ofsuch programs, but also on the quality of program content. One way of promotingviable content is to rely heavily upon educational research. However, research­based professional development programs are rare. This perhaps reflects the lackof credibility research often holds with practitioners as a relevant, 'rich source of in­formation leading to improvement in teaching and learning. But, the paucity ofresearch-based programs may also stem from being unfamiliar with a variety ofmodels showing the roles which research can take . This paper will describe threesuch models .

THE NATURE OF A RESEARCH BASE

To effectively use research as a program development and implementation tool,one must carefully describe what constitutes a viable research base. Traditionally,program developers using research served as disseminators of findings from asingle experimental study or a cluster of studies. However, it is important not toconfine one's self to using findings from only an experimental orientation toresearch. More context-specific findings emerge from action research andnaturalistic approaches, such as ethnographic and case studies. The contextualdetail in these reports typically establ ishes a feeling of relevance among practi ­tioners.

In addition, appropriate research bases should encompass those areas in whichempirical findings have already been "translated" into processes and proceduresready for classroom application. Many instructional materials, often commerciallypublished, are either based upon specific principles derived from research or havebeen developed and tested through a research process. These could serve as aresearch base. Furthermore, there are major teaching approaches which are also

Rita C. Richey is an Associate Professor of Teacher Education atWayne StateUniversity. She has had classroom teaching experiencein the junior high,senior high, and at the community college level.An ATEmember, she has concentrated upon teaching, research anddevelopment work in the areas of competency-based teachereduca­tion,staffdevelopment, reading, and instructional design.

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applications of research, such as precision teaching, direct instruction, and masteryteaching. Including research-based products and processes in the larger definitionof research provides more flexibility in the development of models for researchuse in professional development.

Thus, the basis of a research-oriented professional development program couldencompass findings derived directly from one or more studies with experimentalor naturalistic orientations. On the other hand, the research base could be instruc­tional materials or teaching/learning procedures which have been derived fromresearch . All have implications for viable professional development programs ,playing a variety of roles depending upon the program development model used.

THE RESEARCH-BASED PLANNING MODEL

Research often plays a major role in professional development within the pro­gram planning stage. Ultimate participants in the program mayor may not be in­volved in this stage, and mayor may not be aware of the role research plays in theprogram. This does not, however, necessarily mean that the program wasunresponsive to local needs.

Figure I below describes a general research-based planning model. Here it is ap­parent that research not only provides direction to the design of the program, butalso it establishes an overall conceptual framework.

FIGURE 1

The Research-Based Planning Model for Professional Development

Participants/AdministratorsDetermine Major ProfessionalDevelopment Goals

~Program Staff IdentifiesResearch Base to Serve asProgram Framework

~Activities Designed UsingResearch Framework Guidelines

~Deliver a Variety ofProfessional DevelopmentActivities

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One example of a professional development program which used this model wasthe Trenton State College-Trenton Public Schools Teacher Corps Project (Walthewand d'Ambrosi, 1979). In this situation, the teachers at a given school identifiedtheir major objective to be that of improving the reading comprehension of theirstudents. Given this goal, the project staff selected the Taxonomy of ReadingComprehension by Thomas Barrett which had evolved from the work of a varietyof researchers. This taxonomy then provided the framework around which all ofthe professional development activities should be organized-all leading to theoverall goal of comprehension improvement. Teachers learned how to design in­structional modules and then constructed modules which taught reading com­prehension skills using the Barrett Taxonomy. The new instructional materialswere then systematically used and student achievement was measured.

In this example, the conscious focusing on research occurred only during the ini­tial program planning phase. The remaining time was spent working within theconceptual framework established, but not particularly concentrating upon aresearch orientation. The approach was credible to teachers because it was effec­tive, and they were involved in many of the delivery decisions.

Any type of research base could be used in this model of professional develop­ment program design-single or multiple studies, materials or processes derivedfrom research. In general, findings from research are selected and simply adopted.Efforts are made to match local needs by thoroughly reviewing the literature whenmaking the initial selection, and by designing activities which not only fit theframework, but also highlight local concerns.

One of the beneficial by-products of this approach is that of a consistent, pro­grammatic thrust which ties all of the professional development activities together .Many have cited the negligibleeffects of the "one shot" approach to professionaldevelopment training programs (Lawrence, 1977; Miller, 1977). While specific ac­tivities vary to meet individual interests and needs, the overall goals are constantand the delivery approaches are bound by the same conceptual framework. Thus,there typically appears to be a logicalprogression within the professional develop­ment program.

THE RESEARCH-BASED PROBLEM SOLVING MODEL

A second role of research within a professional development context is that of aproblem solving tool. In the broad sense, all types of research involve problemsolving. However, the term is used here to identify those professional develop­ment programs which often interact with the literature in an effort to find solu­tions to local needs. Figure 2 defines the problem-solving model.

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FIGURE 2

The Research-Based Problem Solving Model for Professional Development

Participants!AdministratorsIdentify Key ~roblem

Review Literature RelatedTo Problem

Develop Procedures Which ApplyFindings to Local Situation

Tryout Procedures

Evaluate

This is a professional development model which emphasized collaboration be­tween participants and leaders. It is a model which often focuses upon "hands-on"activities and projects rather than traditional lecture-discussion sessions.

This model was used by the Lansing School District-Michigan State UniversityTeacher Corps Project (Barnes, Putnam, and Wanous, 1979). In their effort to im­prove reading, mathematics and social-emotional skills of children, teachersworked in teams to review and discuss the literature in each content area. Duringthis process, des ired outcomes and related teaching behaviors were identified.Teachers analyzed and practiced these behaviors under the supervision of the pro­fessional development leaders. Then the teachers created materials, activities, andstrategies consistent with the conceptual framework der ived from the literature.These were all used in the classrooms, with the try-out process being documentedand evaluated. Teachers and teacher educators worked together in all tasks.

A variation of this model took place within the context of the University of NewHampshire-Portsmouth Public Schools Teacher Corps Project (Pine, 1979). In thiscase the classroom tryout situations became actual action research studies with theclassroom teachers as primary investigators.

In this model professional development programs tend to use a multiple-studyresearch base. A cluster of studies is identified which provides guidelines for solv­ing local problems. Typically, the findings from these studies are adapted to pre­cisely meet the local needs . This adaptation process is facilitated by the use of amultiple study base.

The Problem-Solving Model has two major advantages. First, it promotes aneffective professional development program by concentrating upon the specifiedneeds of the participants. This avoids a lack of congruence between the felt needs

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of teachers and the professional development goals; this has often been cited as aproblem in many programs (Barnette, 1980; Mann, 1976). Furthermore, the pro­cess involves extensive collaboration between participants and program leaders.Schurr, Henriksen, and Patten (1980) cite the growing amount of indirect evidencein the literature which relates teacher involvement to program effectiveness. Thecollaboration typical of the Problem-Solving Model facilitates such involvementand often ultimate effectiveness.

THE RESEARCH-BASED DATA COLLECTION MODEL

The final role of research to be described here is that of a source of data collec­tion tools which can be incorporated into a professional development program. Inthis model not only does research provide the source of program content and pro­cesses, but the program itself assumes a research orientation. There is a focus upona follow-up of participants after involvement in the program and a study of the im­plementation of program concepts in the classroom. See Figure 3.

FIGURE 3

The Research-Based Data Collection Modelfor Professional Development

I. Participants/AdministratorsIdentify ProfessionalDevelopment Goals

+2. Identify Data Collection Tools From

Literature Appropriate forMeasuring Program Goals

...3. Design Program Activities..,4. Conduct Program

..,5. Implement Concepts in Classrooms

t6. Collect Classroom Use Data Using Tools From

Literature

.-t +

7. Evaluate Results 8. Compare Classroom Use Dataand Program to Original Research Findings

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One example of the use of this model was in the Wayne State University-DetroitPublic Schools Teacher Corps Project. Here one phase of the professional develop­ment program involved improving the effectiveness of high school reading in thecontent area instruction. After training in appropriate techniques, teachersdesigned teaching units in a variety of disciplines. The instructional plans were im­plemented in the classroom. During this time observers recorded teacher and pupilbehaviors with emphasis on interaction using the APPLE Observation Systemdeveloped by Nadine Lambert and her associates. This classroom observationsystem combined with the collection of pre- and post-achievement test data wasimplemented and analyzed in keeping with the procedures used in the BeginningTeacher Evaluation Study, Phase II conducted by McDonald and Elias.

As a result of the data collected , it was possible to meet a variety of objectives,including:

1. To identify the degree of implementation of concepts introduced anddeveloped during the training.

2. To identify those classrooms with high student achievement.3. To relate effective teacher behaviors to pupil achievement.4. To compare effective teacher behaviors in a secondary setting with those

effective behaviors identified in the elementary setting in the target researchstudy.

Typically, a professional development program using this model will rely upon asingle study as the primary research base. Not only are the processes and pro­cedures from this study adopted, but also they can be, in fact, replicated. Thus, thetraining program not only uses research, but also adds to the research base itself.

The important part of this model is the focus upon classroom implementationand follow-up. Often, professional development programs end with the instruc­tional phase and do not allow time for practice of the concepts learned in a plannedsituation.

CONCLUSION

Three professional development models have been briefly described which useresearch as a base for the content and the process of program design and imple­mentation. Other models, of course, can be devised . Research findings are not onlyadopted, but also they can be adapted, and at times replicated.

Research has served as a basis for the professional development programs oftwenty-one Teacher Corps projects conducted between 1975 and 1979. These pro­jects, all part of the Teacher Corps Research Adaptation Cluster, have demon­strated the use of the three professional development models deecribed here .Figure 4 is a synthesis of the ways in which the models were implemented in thesesituations.

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FIGURE 4

Frequencies of Use of Varying Types of Research Bases in Three ProfessionalDevelopment Program Design Models

ROLES OF RESEARCH

Problem DataPlanning Solving Collection

t: t: t: t: e e t:t:

.g e .g 0 .g 0 .g.S .~ .S .~ .gttl 0. ttl ;g 0. ttl ttl ttl

0. .:! .:! 0. 0.. .:!0 0.. 0 0

ttl "0 0. ttl "0 0. ttl "0 0.TYPES OF "0 < Q) "0 -e Q) "0 -e Q)

BASES -c ~ -c ~ < ~ TOTAL

Materials 1 6 - - - - - 1 - 8

Process 2 6 - 1 - - - 2 - 11

Single Study 1 5 - - - - - 8 2 16

MultipleStudies 3 2 - 8 - - - - - 13

TOTAL 7 19 0 9 0 0 0 11 2 48

This chart highlights research-based professional development programs as theyare most likely to occur. Using all types of research bases, one is more likely toadopt the findings from research bases than adapt or replicate them; one is morelikely to use research as a planning tool than as a problem-solving or data collectiontool. These tendencies are undoubtedly more likely the result of pragmatic con­cerns rather than philosophical or theoretical concerns. Time and expense factorsundoubtedly shape many program plans.

However, the larger issue is the critical role that research can and should play inprofessional development. This phase of teacher education is oriented towardproblems of classroom instruction and promoting improvements in teaching andlearning. With these goals, it is inappropriate that we do not use the data-basedfindings of the profession to a greater extent. Professional development programsshould be a major vehicle for disseminating research results to practitioners. Thiscan be accomplished by:

1. Matching research findings to the specific needs of local schools.2. Adapting existing findings to solve these local problems.3. Systematically using instructional products and processes which have been

based upon research .4. Developing new instructional materials and processes in professional

development- contexts based upon research.5. Collecting data and conducting local studies to assess the effectiveness of the

methods and techniques presented in professional development programs.All of these recommendations can be implemented by employing one or more Of

the three research-based professional development models presented here. Using

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research as a planning tool, a problem-solver, or as a source of data collection toolscan develop and improve the general quality of the content of professionaldevelopment programs. Furthermore, the use of these models promotes the activeinterest and involvement of the practitioner in the educational research process.

REFERENCES

1. Barnes, H., Putnam, 1. and Wanous, D. Learning from research adaptation. InLee Morris et al. (Eds.) Adapting Educational Research: Staff Development Ap­proaches. Norman, Oklahoma: Teacher Corps Research Adaptation Cluster,1979, 39-62.

2. Barnette, 1.1. Contextual and process factors influencing local inservice pro­gramming. A paper presented at the Annual Meeting of the American Educa­tional Research Association in Boston, Mass., 1980.

3. Lawrence, G. et. al. Summary ofResearch on Materials and Procedures for Chang­ing Teacher Behaviors in Inservice Education. Tallahassee, Florida: State Depart­ment of Education, 1977.

4. Mann, D. The politics of training teachers in schools. Teachers College Record,77, 3, February 1976, 323-338.

5. Miller, W.e. What's wrong with inservice education? It's topless! EducationalLeadership, 35, 1, October, 1977, 31-34.

6. Pine, G.1. Teacher adaptation of research findings through inservice education.In Lee Morris et. al. (Eds.) Adapting Educational Research: Staff DevelopmentApproaches. Norman, Oklahoma: Teacher Corps Research Adaptation Cluster,1979, 15-37.

7. Schurr, K.T.; Henriksen, L.W.; and Patten, D.C. Discrepancies in teacher andadministrator preferences for inservice training topics. A paper presented at theannual meeting of the American Educational Research Association in Boston,Mass., 1980.

8. Walthew, 1.K. and d'Ambrosi, S.B. Improving reading comprehension instruc­tion in elementary grades. In Lee Morris, et. al. (Eds .) Adapting EducationalResearch: Staff Development Approaches. Norman, Oklahoma: Teacher CorpsResearch Adaptation Cluster, 1979, 115-128.

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