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.
Dr. Keith S. Taber is Reader in Science Education at the University of Cambridge. He is Chair of Dr Keith S. Taber is Reader in Science Education at the University of Cambridge, Chair of the Science, Technology & Mathematics Academic Group in the Faculty of Education, and editor of the journal Chemistry Education Research and Practice (published by the Royal Society of Chemistry, RSC). He is on editorial / advisory / review boards for a range of journals and he is the book reviews editor for Studies in Science Education. He was the RSC Teacher Fellow for 2000-2001.
PART ONE: LEARNING ABOUT EDUCATIONAL RESEARCH 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? PART TWO: LEARNING FROM EDUCATIONAL RESEARCH Teachers Evaluating Research Quality Teachers Evaluating Research Relevance PART THREE: LEARNING THROUGH EDUCATIONAL RESEARCH 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