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Practical, accessible and up-to-date, this book draws directly on the work of teachers and other professional trainers concerned with programs for continuing professional development.
This book is a guide to research methods for practitioner research. Written in friendly and accessible language, it includes numerous practical examples based on the authors' own experiences in the field, to support readers. The authors provide information and guidance on developing research skills such as gathering and analysing information and data, reporting findings and research design. They offer critical perspectives to help users reflect on research approaches and to scrutinise key issues in devising research questions. This book is for undergraduate and postgraduate students, teachers and practitioners in practitioner research development and leadership programmes. The team of authors are all within the School of Education at the University of Glasgow and have significant experience of working with practitioner researchers in education.
There is now a widespread expectation that teachers and coaches should be reflective practitioners, an expectation written into national standards of education in many countries. This innovative book introduces the methods by which teachers and coaches can conduct research into their own professional practice and therefore become more effective reflective practitioners, improving their students’ learning as a result. As the only book on practitioner research that focuses specifically on the unique challenges of working in a physical education or youth sport environment, it uses real-life case studies and applied practical examples to guide the reader through the research process step-by-step. Examining the what, why and how of four key research methods in particular – action research, narrative enquiry, autoethnography and self-study – it provides an expert analysis of the strengths and limitations of each method and demonstrates how conducting reflective research can produce tangible results in improving both teaching and learning. This is an invaluable resource for all those interested in enhancing their professional development as students, practitioners or researchers of physical education and youth sport.
Action Research in Education is an essential guide for any lecturer, teacher or student-teacher interested in doing research. This exciting new edition of a popular text is an important resource for any education professional interested in investigating learning and teaching. Building on the success of Action Research in the Classroom, the authors have revised, updated and extended this book to include examples from further and higher education. It maps out easy-to-follow steps for usefully applying an action research approach and is full of practical tips and examples of real practitioner research projects from a range of schools, colleges and universities. This book will help teachers to: - understand and apply practitioner inquiry - enhance their problem-solving skills - locate their own activity in a wider context - maximise opportunities to develop practice - evaluate the needs of their learners Clear, pragmatic and timely, this is a must-have text for all teachers and students of education. Vivienne Baumfield is Professor of Pedagogy, Policy and Innovation in the School of Education, University of Glasgow Elaine Hall is Lecturer in Research Methods, School of Education, Communication and Language Sciences, Newcastle University Kate Wall is Senior Lecturer in the School of Education, Durham University
This book is about a group of experienced K-12 teachers who took teacher research to another level. Their story is not only about teacher working together to improve their own teaching, but also about how their research reverberated throughout their school system and inflluenced how their schools were run.
Appropriate for novice and experienced educators alike, this indispensable book explains how practitioner research can be used to solve instructional problems and improve student achievement.
Craig Mertler’s Action Research: Improving Schools and Empowering Educators introduces practicing educators to the process of conducting classroom-based action research. Practical and comprehensive, the book focuses on research methods and procedures that educators can use in their everyday practice. This Fifth Edition adds enhanced coverage of rigor and ethics in action research, means of establishing quality of both quantitative and qualitative data, as well as strengthened pedagogical features. New material includes discussions of social justice advocacy as an application of action research and the inclusion of abstracts in research reports.
"A tool box overflowing with ideas that will help every staff developer craft a school culture hospitable to adult and student learning." —Roland S. Barth, Author, Lessons Learned "The book speaks to many audiences, including instructional coaches, PLC leaders, action researchers and group leaders, and university professors working with action researchers and PLCs." —Gail Ritchie, Coleader, Teacher Researcher Network Fairfax County Public Schools, VA "A terrific resource for connecting teacher networks and action research to create powerful professional development opportunities. This book is a joy to read." —Ellen Meyers, Senior Vice President Teachers Network Powerful tools for facilitating teachers′ professional development and optimizing school improvement efforts! Professional learning communities (PLCs) and action research are popular and proven frameworks for professional development. While both can greatly improve teaching and learning, few resources have combined the two practices into one coherent approach. The Reflective Educator′s Guide to Professional Development provides educators with strategies, activities, and tools to develop inquiry-oriented PLCs. Nationally known school reform experts Nancy Fichtman Dana and Diane Yendol-Hoppey cover the ten essential elements of a healthy PLC, provide case studies of actual inquiry-based PLCs, and present lessons learned to help good coaches become great coaches. With this step-by-step guide, readers will be able to: Organize, assess, and maintain high-functioning, inquiry-oriented PLCs Facilitate the development of study questions Establish the trust and collective commitment necessary for successful action research Enable PLC members to develop, analyze, and share research results Lead successful renewal and reform efforts By combining two powerful training practices, coaches, workshop leaders, and staff developers can ensure continuous, robust school-based professional development.
