Wesley D. Davis
Escambia County Public Schools

Abstract: Current teacher preparatory instruction in some universities has set the stage for a debate related to qualitative versus quantitative research. In this regard, the present article has a two-fold purpose: (I) to stimulate further debate and (2) to present from a supportive posture the position of quantitative research. Primary issues relate to definition, philosophical context, curriculum content, and perceived expectations. A rebuttal in defense of quantitative research is encouraged.

Citation: Davis, W. D. (1993). Debate, oh sweet debate: wherein Is thy research? Florida Journal of Educational Research, 33(1), 5-9.

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G. Michael Barry
University of West Florida

L. Carolyn Pearson
University of West Florida

Patricia J. Wentz
University of West Florida

Abstract: The purpose of this study was to examine the attitudes of a magnet school principal and other school district middle school principals toward the magnet school and the infusion of technology into its thematic curriculum. The participants in this study consisted of a magnet school principal and the remaining nine middle school principals from a large, urban, northwest Florida school district. The data were gathered using two instruments developed for use in the study, an open-ended survey and a 32-item attitudinal measure. The results from both instruments indicated that the middle school principals held quite different (and more negative) perceptions toward the magnet school than the magnet school principal. There was agreement, however, on the potential of technology in the schools and the use of a thematic curriculum.

Citation: Barry, M. G., Pearson, L. C., & Wentz, P. J. (1993). Perceptual differences among principals toward a magnet middle school and its thematic curriculum. Florida Journal of Educational Research, 33(1), 40-47.

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Ginger Weade
University of Florida

Abstract: In this article, the situation of teacher researchers is explored from a sociocultural perspective. Teacher researchers are viewed as an emergent community of educators who position themselves for leadership and change in the traditional, role-based distinctions that divide research and practice. By taking the classroom as the central focal point for researchers and teachers alike, and applying a concept of insiders and outsiders to what happens there, a wide range of actors and issues involved in generating theories and informing practice is made visible. Inquiry, whomever conducts it, is viewed as an active process through which purposes are systematically and intentionally related to issues of setting, time, conditions, actions to be taken, and audience(s). Directions for the future of the teacher research movement are located in a focus on student learning, what we shall choose to count as learning when learning counts, and how we should value the social consequences of learning.

Citation: Weade, G. (1992). Insiders and outsiders in classroom research: blurring the boundaries. Florida Journal of Educational Research, 32(1), 60-72.

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Dorothy Routh
SouthEastern Regional Vision for Education (SERVE)

Dianne Wilkes
SouthEastern Regional Vision for Education (SERVE)

Abstract: Recognizing the many benefits of teacher-conducted research, policymakers are beginning to promote classroom research as a way to encourage innovation and achieve significant school improvement goals. To foster teacher-conducted research, they are endorsing staff development in formal research procedures and providing access to the technology and resources necessary to conduct classroom research. Many schools are also providing teacher researchers the opportunity to collaborate with other educators and researchers through such innovative approaches as release time for collaborations with colleagues and research partnerships with universities. Supported by such policies, the teacher-as-researcher movement is gaining momentum, and teacher researchers are playing a key role in linking research and practice to school improvement.

Citation: Routh, D. (1992). Fostering teacher-conducted research. Florida Journal of Educational Research, 32(1), 73-82.

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