A Teacher's Guide to Classroom Research

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  • Edition: 4th
  • Format: Paperback
  • Copyright: 2008-09-01
  • Publisher: Open University Press
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How do we conduct classroom research? Why is classroom research valuable to teachers and schools? How does classroom research contribute to teaching, learning and school transformation? The fourth edition of this bestselling book is a practical guide for teachers that wish to conduct research in their classrooms and for schools that wish to improve their practice. Classroom research, as described in this book, will enable teachers to enhance their own or their colleagues' teaching, to test the assumptions of educational theory in practice and to implement and evaluate whole school developments.Comprehensively revised and updated, changes to the new edition include: A major re-working of the last four chapters Comprehensive description of how to conduct classroom research Two new chapters on analyzing and reporting research Updated case study examples and cameos The contribution of teacher research in enhancing personalized learning and school transformation The book also explores models of teaching and learning; methods for collecting, analyzing and reporting data; and the ways in which classroom research can be published and linked to the curriculum, teaching and staff development.

Author Biography

David Hopkins is the inaugural HSBC iNET Chair in International Leadership at the Institute of Education, University of London. Between 2002 and 2005 he served three Secretary of States as the Chief Adviser on School Standards at the Department for Education and Skills. He is the author of Every School a Great School (Open University Press, 2007) and is also an International Mountain Guide who still climbs regularly in the Alps and Himalayas.

Table of Contents

Preface to the fourth editionp. ix
Acknowledgementsp. xii
A teacher's guide to classroom researchp. 1
Classroom research in actionp. 6
Why classroom research by teachers?p. 37
Action research and classroom research by teachersp. 47
Developing a focusp. 62
Principles of classroom observationp. 75
Methods of observation in classroom researchp. 86
Data gatheringp. 104
Analysing classroom research datap. 129
Reporting classroom researchp. 144
Teaching and learning as the heartland of classroom researchp. 156
Teacher research, the creation of professional learning communities and the transformation of schoolingp. 180
Appendix: Ethics for classroom researchp. 201
Bibliographyp. 205
Indexp. 215
Table of Contents provided by Ingram. All Rights Reserved.

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