Sharing Research Stories Creates a Ripple Effect 

Sharing Research Stories Creates a Ripple Effect

Sharing of research stories is one way that individuals disseminate information and get to understand how others feel. In telling stories, it is also important to understand the best way to convey the information and to contemplate on the impact of the story on the third person (Ames & Archer, 1988). The stories and the way they are conveyed may influence others either positively or negatively. Stories help to reform teaching profession from inside out (Dana &Yendol-Hoppey, 2008). This discussion delineates on various aspects concerning sharing of research stories.

Before sharing the story, it is important to put into consideration various aspects. This is what we call planning.  The person should understand the story, the audiences, their gender, social needs, educational skills and knowledge and ethnic backgrounds among many others (De Valenzuela, 2006). The environment should also be conducive to allow the other party to be motivated and to concentrate. The goals of the story should also clearly be known to be pursued diligently.

It is also prudent for a person that wants to share a research story to be willing to take risks inside school and outside of the school environment. Some of the risks include criticism (Kern & Levin, 2009). Some of the criticisms are constructive while others are not and meant to discourage and to demean you (Calhoun, 2002). Therefore, it is important to take such criticism with care to avoid being discouraged.  Another risk that an individual should be willing to encounter to share the story is misunderstanding which might cause an uproar.

The research story is aimed at achieving certain goals and this is why it is prudent for me to share it. One of the impacts I do believe the research story will have on others is that it will add more skills and knowledge on the area of specialty. Other people will also benefit from the research story by understanding how to write concisely and in an organized manner. They will also be motivated to work hard to achieve their goals because, the research story will make them feel that they can also become successful and produce their own work.





Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of educational psychology, 80(3), 260.

Calhoun, E. J. (2002). Action research for school improvement. Educational Leadership, 59(6), 18–24

Dana, N. F., &Yendol-Hoppey, D. (2008). The reflective educator’s guide to professional development. Thousand Oaks, CA: Corwin Press.

De Valenzuela, J. (2006). Review of Why are so many minority students in special education? Understanding race and disability in schools. The Teachers College Record.

Kern, A., & Levin, B. (2009). How national board certified teachers are learning, doing, and        sharing action research online! Delta Kappa Gamma Bulletin, 76(1), 20–23

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