The Research Pedagogical Labs are developed based
on the following assumptions:
- Teachers learn from living practical experiments and doing research in their own environments
Teachers learn from informal and formal mentoring within their school environment
A critical mass of teachers can create and maintain change in schools through peer influence
Faculty emerging research interest develops when working in schools
Teachers need content mentoring in order to be successful in their classroom research efforts
Teachers construct their knowledge through experience, discourse, and reflection
Teachers self-efficacy influences the time and quality of mathematics and science teaching