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

Keith S. Taber

ISBN 10: 1412923239 / ISBN 13: 9781412923231

Published by SAGE Publications Ltd, 2007

About this Item

Classroom-based Research and Evidence-based Practice: A Guide for Teachers This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .

Seller Inventory # 7719-9781412923231

Bibliographic Details

• Title: Classroom-based Research and Evidence-based Practice: A Guide for Teachers
• Publisher: SAGE Publications Ltd
• Publication Date: 2007
• Language: English
• ISBN 10: 1412923239
• ISBN 13: 9781412923231
• Binding: Paperback
• Condition: Very Good

About this title

Synopsis

`This is an exceptionally strong book. It is packed with interesting and valid arguments and shows a great understanding both of classrooms and of educational research' - Michael Reiss, Institute of Education, University of London

Invaluable for anyone undertaking teacher education courses and other graduate courses involving an element of educational research, this text equips the reader with the necessary knowledge and skills to be confident in appreciating the nature, limitations and possibilities of small-scale classroom research, and critically reading the research of others. It includes case examples and pedagogical features throughout to enable the reader to fully engage with the issues surrounding teaching and learning.

About the Author

Keith Taber trained as a graduate teacher of chemistry and physics, and taught sciences in comprehensive secondary schools in England. He moved into further education where he taught physics and chemistry to A level, science studies to adult students, and research methods on an undergraduate education programme. He acted as the mentor for trainee science teachers on placement at the college. Whilst working as a teacher he earned his masters degree for research into girls under-representation in physics and his doctorate for research into conceptual development in chemistry. He joined the Faculty of Education in 1999. Please refer to Keith Taber's web pages. Dr. Taber was the RSC (Royal Society of Chemistry) Teacher Fellow for 2000-1, undertaking a project on Challenging Chemical Misconceptions (http://www.chemsoc.org/networks/learnnet/miscon2.htm). He was the CERG (Chemical Education Research Group) Lecturer for 2000. He wrote a column (Reflections on Teaching and Learning Physics) for the journal Physics Education over a period of 6 years. He led the Cambridge project on teaching about ideas and evidence in science for the National KS3 Strategy (http://www.standards.dfes.gov.uk/keystage3/casestudies/cs_sc_ideas). Dr. Taber is the moderator of an international electronic discussion list on learning in science. This list is intended as a forum for discussion among teachers, researchers and others who are interested in aspects of this topic. You may join the list at: http://uk.groups.yahoo.com/group/learning-science-concepts/