Types of Funding
There are two types of research project: Type I and Type II.
Type I projects
Building knowledge about teaching and learning
There are two categories of Type I project - A and B.
Category A will be large-scale projects of three years.
|Maximum funding over three years||$450,000|
|Maximum funding in any one year||$150,000|
Category B will be projects of up to two years.
|Maximum funding over two years||$200,000|
|Maximum funding in any one year||$100,000|
These research projects need to explicitly address the TLRI aims: to build cumulative knowledge about teaching and learning, and to build research capability. They are to build knowledge by clearly drawing on existing evidence and by taking account of learning from completed TLRI projects and other relevant New Zealand-based research initiatives.
Type I research projects need a very clear research design with specific questions that come from an exploration grounded in the literature. They are to be led or co-led by an experienced principal investigator and be designed in a way that explicitly offers opportunities for emerging researchers to develop their skills (so that in time they might develop the expertise required of a principal investigator).
Researcher–practitioner partnerships should be integral to the design of the project. The partnership, however, is to guide the research question(s) but not drive the project. There needs to be a focus on the individuals in the team using their collective expertise, and on all team members having the opportunity to learn from each other, rather than on explicitly developing the research skills of the practitioner members of the project team. In this partnership, practitioners might take the role of advisory board, data gatherers, informants, etc. and not necessarily be integral to all aspects of the thinking inside the partnership.
Type II projects
Type II projects are smaller scale projects of up to two years.
|Maximum funding over two years||$130,000|
|Maximum funding in any one year||$65,000|
These studies are to be more innovative, with both practice and research valued together. Drawing on the idea that imagining new possibilities requires a team with diverse expertise and interests—so expanding the thinking and solution space—the projects are to focus on questions where both researchers and teachers are exploring new ideas together as “thought partners”, possibly examining uncharted territory. Projects are to be constructed in a way that explicitly draws on the questions of the whole project team and be focused not on teachers themselves (as this makes them the subject), but on emerging issues in curriculum, on student learning and/or student voice, or any other important area that researchers and teachers can examine together. It is expected that these projects will mostly be in areas where there is much less research known, perhaps where innovative research designs or topics might be central.