School-based Research: A Guide for Education Students

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9781412948494: School-based Research: A Guide for Education Students
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Focused clearly on the needs of the new classroom researcher, this book is a thorough and thoughtful guide to the research process. The book helps new teachers beginning to use research literature to ask questions about published work, by considering the standpoint from which questions are asked, what sorts of answers are deemed researchable, and the audience to whom results are to be addressed. It also contextualizes methodological issues alongside key ideas which teachers are likely to be concerned with, such as ability grouping, pupil voice, pupil behavior, teaching approaches, and pupil motivation.

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About the Author:

Elaine Wilson is Senior Lecturer in Science Education at the University of Cambridge.

Review:

'This book is an excellent resource for both researchers and their tutors and supervisors. I particularly value the way in which Wilson and her colleagues set the scene by explaining why practitioner research is important and valuable and why teachers should do school-based research. Detailed chapters then address each stage of the research process, providing real examples from research and making good use of expert and novice and researchers' work. Reflective questions at the end of each chapter provide excellent prompts for self-evaluation and are an excellent resource for face-to-face teaching sessions. Methodologies and paradigms are also clearly addressed. The book is full of practical activities and examples that tutors can call on in their teaching and supervision and practitioner researchers can use to develop their understandings and insights. This is the best 'research methods' textbook I am aware of for researchers'
-Sue Walters, Institute of Education

This is a thoroughly researched and helpful contribution to the burgeoning literature on research methods, with the added advantage of being aimed specifically at teachers who have an interest in reflecting on classroom interactions, interrogating their own practice and the behaviour and performance of their students.--Anne Pirrie"Scottish Educational Review" (11/08/2013)

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