Abstract
ABSTRACTThe 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.
Published Version
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