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Classroom-based Research and Evidence-based Practice

Classroom-based Research and Evidence-based Practice
An Introduction

Second Edition

May 2013 | 368 pages | SAGE Publications Ltd
This refreshing Second Edition offers a helpful overview of educational research for those training to be teachers, or setting out on classroom-based research projects.

The book illustrates the nature and logic of the research process, and supports readers in critically evaluating the strengths and limitations of published studies.

Drawing on a variety of relevant examples, the book demonstrates each stage of the research process - including formulating research questions, selecting data collection techniques and deciding on approaches to data analysis - and usefully integrates each stage.

The new edition includes:

- an expanded treatment of data analysis

- new, discrete chapters looking at ethical issues, and at how teachers can research their own classrooms through the use of case studies

- discussion of research carried out by trainee teachers.

Clear and comprehensive, the examples included in the book demonstrate the range of topics that are suitable for research in the classroom and identify key factors for consideration when undertaking classroom-based research.

This book is essential reading for students, researchers, teachers and trainee teachers interested in doing research in the classroom.

The Professional Teacher and Educational Research
What Is This Thing Called Educational Research?
How Do Educational Researchers Think about Their Research?
What Strategies Do Educational Researchers Use?
How Can Teachers Research Their Own Classrooms?
Teachers Evaluating Research Quality
Teachers Evaluating Research Relevance
Teachers Planning Research
Teachers Prioritizing the Ethical Imperative in Classroom Research
Teachers Collecting Evidence through Research
Teachers Interrogating the Evidence from Classroom Studies
Teachers Making the Case through Reporting Research

An essential book for anyone who is interested in doing classroom-based research.

Dr Patricia Castanheira
School of Education, Brighton University
June 15, 2015

A good text, good small scale research examples. Good for those who are on PG Certs or MA courses.

Ms Melody Harrogate
EHS, Derby univeristy
June 9, 2015

Not appropriate for this module.

Ms Lis Bundock
Education, Brighton University
January 11, 2015

This systematic book has been adopted as recommended text for year 3 Education undergraduate non QTS students undertaking their first classroom research project. Many students have commented that the book is easy to use/understand.

Miss Christine Lewis
Professional Development , Edge Hill University
December 8, 2014

This is a great book for the students doing their research at Higher Level

Mrs Donna O'Connor
Hair Beauty & Early Years, NWRC
November 19, 2014

Supports PGCE Masters Level study. This is also really useful for teachers who are involved in research groups within their school settings.

Mrs Catherine Carden
POINTED, Canterbury Christ Church University
March 26, 2014

This is a good text for those on PGCE helping them to bring meaning to theoretical learning and seeing the interplay between theory and practice. good examples provided.

Mrs Karen Tait
education and society, Sunderland University
March 21, 2014

Excellent book on the topic highly recommended

Mr Sean Flanagan
Computing, Runshaw College
March 20, 2014

Great text for teachers who want to do classroom-based research. Easy to read. a systemic text with applicable examples. A job well done.

Professor Micheal Van Wyk
Teacher Education, University of South Africa (UNISA)
February 7, 2014

This second edition now helpfully includes a number of small scale student studies (as well as published studies) thus making it relevant, and encouraging, to those undertaking small scale research, perhaps as part of a PGCE course.

Erudite and evidence-based throughout, there is much here to help those starting out in research; at times, however, the language level could present a barrier for some students.

There is plenty for more experienced researchers as well and it is helpful to have a full chapter on ethical implications. An interesting distinction between action research and case studies is made.

Dr Sue Howarth
Institute of Education, Worcester University
October 21, 2013

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