Our school students’ world is constantly changing, driven from both inside and outside the educational arena. Although teachers in schools are accustomed to having to accommodate such change, however difficult it might be for them to resolve it within the classroom context, researchers within this field are required to search for ways to minimise the impact whilst maximising the effectiveness of educational change so that they add meaning and provide specific assistance for teachers. Rather than standing still, this challenges us to be innovative and to make learning ever more relevant, challenging, inclusive, and rewarding. In this context, educational innovation refers to application of contemporary educational research to classroom curriculum and pedagogical practice. At the same time, it is appropriate to acknowledge that often teachers are not the researcher as their own school world provides little breathing space for the academic challenge needed, even though they are always at the forefront of any data collection and of putting ideas into practice. Hence researchers may be formulating information without being at the cutting edge of where their work will be utilised; that creates many issues of its own. Educational researchers within the school context, whether teachers or not, are required to have data-driven and evidence-informed solutions to resolve the issues so that teachers can get on with the job of leading learning. The challenge is how to continue to encourage and support teachers, who are at the heart of the educational system, to be responsive to the needs and demands of their multiple stakeholders.
This is a preview of subscription content, access via your institution.
Tax calculation will be finalised at checkout
Purchases are for personal use onlyLearn about institutional subscriptions
Anderson, S., Leithwood, K., Louis, K., & Wahlstrom, K. (2010). Investigating the links to Improved Student Learning. Final Report on the Learning from Leadership Project to The Wallace Foundation, Center for Applied Research and Educational Improvement, The University of Minnesota and Ontario Institute for Studies in Education, University of Toronto.
Australian Institute of Teaching and School Leadership [AITSL]. (2014). Australian professional standards for teachers. Retrieved from http://www.aitsl.edu.au/
Bastow, S., Dunleavy, P., & Tinkler, J. (2014). The impact of the social sciences: How academics and their research make a difference. Los Angeles: SAGE.
Beaulieu, R. J. (2013). Action research: Trends and variations. Canadian Journal of Action Research, 14(3), 29–39.
Brennan, K., & Clarke, A. (2011). Intergenerational learning in a teacher education context: The Jared Phenomenon. Asia-Pacific Journal of Teacher Education, 39(2), 125–137. https://doi.org/10.1080/1359866x.2011.560652
Buxton, M. (2011). The payback of ‘Payback’: Challenges in assessing research impact. Research Evaluation, 20(3), 259–260.
Chelimsky, E. (2008). A clash of cultures: Improving the “fit” between evaluative independence and the political requirements of a democratic society. American Journal of Evaluation, 29(4), 400–415.
DeBruyn, R. L., & DeBruyn, T. (2009). Voices from the field: What is a master teacher? Manhattan, KA: The Master Teacher. List abstracted from the book: Top ten characteristics of a master teacher. Retrieved from https://blog.masterteacher.com/top-ten-characteristics-of-a-master-teacher/
DETE. (2016a). Master teacher administrative arrangements. Retrieved February 8, 2016, from http://education.qld.gov.au/staff/development/pdfs/master-teachers-admin-fact-sheet.pdf
DETE. (2016b). Master teachers fact sheet. Retrieved February 8, 2016, from http://education.qld.gov.au/staff/development/pdfs/master-teachers-fact-sheet.pdf
DETE. (2016c). Master teachers FAQs. Retrieved February 8, 2016, from http://education.qld.gov.au/staff/development/pdf/master-teachers-faqs.html
DETE. (2016d). Great teachers = Great results (GT=GR): Master teacher school identification. Retrieved February 8, 2016, from http://education.qld.gov.au/staff/development/pdfs/master-teachers-schools-identification.pdf
Doyle, J., & McDonald, L. (2016). Making an impact: Politics and persuasions in 21st century Higher Education. In K. Trimmer (Ed.), Political pressures on educational and social research: International perspectives (pp. 83–91). Oxon, UK: Routledge. isbn:978-1-138-94712-2.
Doyle, W. (1985). Effective teaching and the concept of master teacher. The Elementary School Journal, 86(1), 27–33.
Drysdale, L., & Gurr, D. (2012). Tensions and dilemmas in leading Australia’s schools. School Leadership & Management, 32(5), 403–420.
Education Labour Relations Council [ELRC], South Africa. (2008). Collective agreement number 1 of 2008: Occupation specific dispensation (OSD). Centurion, South Africa: ELRC.
Flegg, N. (2007). Anxiety in school children toward the study of mathematics (Unpublished doctoral thesis). Curtin University of Technology, Australia.
Gorard, S. (2010). Political control: A way forward for educational research? British Journal of Educational Studies, 50(3), 378–389.
Hargreaves, D. H. (2003, January 5). From improvement to transformation. Keynote speech presented at the International Congress for School Effectiveness and Improvement ‘Schooling the Knowledge Society’ Sydney, Australia.
Johnson, B. (2011). What makes for a master teacher? Retrieved February 6, 2016, from http://www.edutopia.org/blog/master-teacher-definition-ben-johnson
Marginson, S. (2014). Game-playing of the REF makes it an incomplete census. The Conversation.
Markiewicz, A. (2008). The political context of evaluation: What does this mean for independence and objectivity? Evaluation Journal of Australasia, 8(2), 35–41.
Meagher, L., Lyall, C., & Nutley, S. (2008). Flows of knowledge, expertise and influence: A method for assessing policy and practice impacts from social science research. Research Evaluation, 17(3), 163–173. https://doi.org/10.3152/095820208x331720
Normand, R. (2016). “What works?”: From health to education, the shaping of the European policy of evidence. In K. Trimmer (Ed.), Political pressures on educational and social research: International perspectives (pp. 21–35). Oxon, UK: Routledge. isbn:978-1-138-94712-2.
Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: Association for Supervision and Curriculum Development.
Sanders, W. L., Wright, S. P., & Horn, S. P. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11(1), 57–67.
Spaapen, J., & van Drooge, L. (2011). Introducing ‘productive interactions’ in social impact assessment. Research Evaluation, 20(3), 211–218.
State Board of Education, Ohio. (2007). Ohio master teacher program. Columbus, OH: Department of Education.
The Education Ministerial Advisory Group (TEMAG). (2014). Action Now: Classroom Ready Teachers. Retrieved from http://creativecommons.org/licenses/by/3.0/au/legalcode.
Timmer, C. P. (2004). Adding value through policy-oriented research: Reflections of a scholar-practitioner. What’s Economics Worth, 129–152.
Timperley, H. S., Parr, J. M., & Bertannes, C. (2009). Promoting professional inquiry for improved outcomes for students in New Zealand. Professional Development in Education, 35(2), 227–245. https://doi.org/10.1080/13674580802550094
Trimmer, K. (2015). Evaluation as an educational development to improve practice: Teacher ICT knowledge, skills and integration. In P. Redmond, J. Lock, & P. Danaher (Eds.), Educational developments, practices and effectiveness: Global perspectives and contexts (pp. 93–110). Basingstoke, UK: Palgrave Macmillan.
Trimmer, K. (2016). The pressures within: dilemmas in the conduct of evaluation from within government. In K. Trimmer (Ed.), Political pressures on educational and social research: International perspectives (pp. 180–191). Oxon, UK: Routledge. isbn:978-1-138-94712-2.
Trimmer, K., Donovan, J., Findlay, Y. S., & Mohamed, K. (2017). Master teachers as leaders in school-based action research. Leading & Managing, 23(2), 1–12.
Wolf, B., Lindenthal, T., Szerencsits, M., Holbrook, J. B., & Heß, J. (2013). Evaluating research beyond scientific impact: How to include criteria for productive interactions and impact on practice and society. GAIA-Ecological Perspectives for Science and Society, 22(2), 104–114.
Editors and Affiliations
© 2020 The Author(s)
About this chapter
Cite this chapter
Trimmer, K., Donovan, J., Flegg, N. (2020). Educational Innovation: Challenges of Conducting and Applying Research in Schools. In: Donovan, J., Trimmer, K., Flegg, N. (eds) Curriculum, Schooling and Applied Research. Palgrave Studies in Education Research Methods. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-48822-2_1
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-48821-5
Online ISBN: 978-3-030-48822-2