@inproceedings{65812d537c084ccb89a3bc163d2451c6,
title = "Teacher research : the benefits and the pitfalls",
abstract = "![CDATA[The aim of this study was to document teacher-research that occurred during a yearlong investigation into student writing in science. The focus was on writing skills and how students use them to express their understanding of scientific concepts. It was proposed that a prolonged engagement with a Year 8 science class would lead to a better understanding of how students view and use their writing to demonstrate their knowledge of scientific concepts. This information would then be used to develop teaching strategies that could improve these students{\textquoteright} written expression of their knowledge. This study was framed around a series of snapshots of self-reflective teaching and learning about writing in junior secondary science in a co-educational, nondenominational, non-government school in the northwest region of Sydney, New South Wales. The students come from a variety of backgrounds and were generally not disadvantaged economically. The Year 8 student participants had been placed in a lower ability science class based on their previous years results.]]",
keywords = "teacher-researcher, science, study and teaching (secondary), writing, learning",
author = "Robyn Gregson and Jeffery, {Peter L.}",
year = "2004",
language = "English",
publisher = "AARE",
booktitle = "AARE 2004 International Education Research Conference: Doing the Public Good, Positioning Education Research, held in Melbourne, Vic., 28 November-2 December, 2004",
note = "Australian Association for Research in Education. Conference ; Conference date: 02-12-2012",
}