The Faculty Research Residency: A Model for Supporting Teacher Education Curriculum Renewal

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals

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College Faculty; Teacher Education; Communities of Practice; Models; Partnerships in Education; Disadvantaged Schools; Faculty Development; College School Cooperation; Educational Practices; Alignment (Education); Educational Research; Residential Programs; Theory Practice Relationship; Educational Change; Surveys; Interviews; Knowledge Level; Seminars; Teacher Researchers; Accountability; Elementary Secondary Education; Teacher Collaboration; Interdisciplinary Approach; Curriculum Development; Mixed Methods Research

10.1080/01626620.2015.1118415

0162-6620

The faculty research residency (FRR) model was launched in 2010, with the goal of transforming coursework to improve the preparation of teachers for high-need schools. The FRR model leveraged school-university partnerships and situated university faculty in high-need schools to conduct research related to the university courses they taught. This study investigated the outcomes of the FRR model for a 3-year period involving 16 research residency projects and 23 faculty members. Faculty research residents investigated a wide variety of teaching practices to contextualize their knowledge and better align their teacher education courses with the needs of students and teachers in high-need schools. Findings indicate that the FRR model shows promise as an innovative faculty development mechanism for colleges of education.

As Provided

32

2016

EJ1095806