Excerpt: "Scholars have documented that when John Dewey formed an experimental university-based school in Chicago in 1896, he intended that research be a component of laboratory schools (Camp-Mayhew et al., 1936; Durst, 2010). However, the realities of teaching and the bureaucratic structures of higher education present obstacles to engaging in meaningful empirical work. Additionally, the majority of laboratory schools have converted from their original form as public, university-based institutions of innovative teaching and research to private, tuition-based institutions or to public facilities attended primarily by the children of university faculty (Whitman, 2020). However, there are examples of laboratory schools that still engage in research activities (e.g. Cutler, 2012; Weih & Ensworth, 2006; Wilcox- Herzog & McLaren, 2006) and all contemporary laboratory schools still list research among their missions and purposes, though the level and definition of research differs across institutions (Jozwiak & Vera, 2016)" [...]
Frasier, Amanda; Campbell, Heidi; Reis, Lisa; and Ziglar, Holley, "Obligations, Obstacles, and Opportunities: Conducting Research as a Laboratory School Teacher" (2023). ETSU Faculty Works. 976.