New PDF release: Classroom-based Research and Evidence-based Practice: A

By Keith Taber

ISBN-10: 1412923220

ISBN-13: 9781412923224

ISBN-10: 1412923239

ISBN-13: 9781412923231

ISBN-10: 1848607504

ISBN-13: 9781848607507

`This is an incredibly powerful book. It is full of attention-grabbing and legitimate arguments and indicates an excellent figuring out either one of study rooms and of academic learn' - Michael Reiss, Institute of schooling, college of LondonInvaluable for someone venture instructor schooling classes and different graduate classes regarding a component of academic examine, this article equips the reader with the mandatory wisdom and abilities to be convinced in appreciating the character, obstacles and chances of small-scale school room study, and seriously examining the learn of others. It comprises case examples and pedagogical good points all through to allow the reader to completely have interaction with the problems surrounding educating and studying.

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Extra resources for Classroom-based Research and Evidence-based Practice: A Guide for Teachers

Example text

Hardman et al. (2005) report a study in the journal Educational Review that investigated the nature of classroom interaction and discourse in primary schools during the ‘literacy hour’ required in the National Literacy Strategy (NLS) – with a particular focus on students with special educational needs (SEN). They reported that although the NLS was encouraging teachers to involve pupils with SEN in the literacy hour, the classroom discourse was dominated by teacher explanations and sequences of questions and answers that did not provide sufficient opportunities for all pupils to offer and develop their own ideas.

98); • Brody thought that technology was ‘replacing our traditional materials and old ways of doing things’ (p. 98); • Jason believed that ‘technology education is learning about new things because everyday things are changing’ (p. 102). The decision to quote individuals is consistent with research within ERP2 where researchers wish to gain understanding of how individuals make sense of their worlds. Incommensurate approaches: researchers living in different worlds? qxd 4/17/2007 11:56 AM Page 43 How do Educational Researchers Think about their Research?

Clearly the philosophy (or vision) needs to be established first, as this will give direction to the research to be carried out. Once this is in place, a strategy may be chosen, which will in turn guide the choice of tactics. In educational research, the ‘philosophy’ is usually described in terms of something called a paradigm. 1. Question for reflection Why do you think it might be important to consider questions of philosophy for someone (a) reading educational research; (b) planning enquiry into their own teaching?

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Classroom-based Research and Evidence-based Practice: A Guide for Teachers by Keith Taber


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