Using Educational Research to Inform Practice

2010-06-24
Using Educational Research to Inform Practice

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  • Author: Lorraine Foreman-Peck
  • Publisher: Routledge
  • ISBN: 1136942521
  • Category : Education
  • Languages : en
  • Pages : 160

This book gives practical guidance on how educational research can inform professional practice. Written in a clear and accessible style, it details the way in which evidence based knowledge can be used to develop teaching and learning, bringing together a range of resources for all levels of reader but specifically designed to aid the progressive practitioner researcher. The authors draw on their experience of empirical work in education to provide thoroughly up-to-date reference material, including illustrative case studies, practical guidelines and exercises, and definitions of educational and research terms. The case studies and critical literature surveys have been chosen to demonstrate the use (and mis-use) of research evidence in thinking about a range of important topics in further and higher education, such as, learning styles, deep and surface learning, dyslexia in higher education, the assessment of group work, teaching critical thinking, problem based learning, and dissertation marking. Drawing on their philosophical backgrounds, the authors also address the much conceptual confusions which have led to scepticism regarding the wisdom or even the possibility of using research evidence to inform teaching. Other guidance includes: relating practitioner knowledge to educational research ethical and practical issues on research within the institution evaluating the strengths and limitations of research evidence researching ideas through the examination of case studies practitioner research and contributions to the knowledge base Using Educational Research to Inform Practice provides the necessary understanding for conducting research, thinking about its value and applying research evidence to practice in universities and colleges and therefore will be essential reading for those resource managers who are responsible for providing courses and support in higher education institutions. In addition, this book is particularly aimed at further and higher lecturers undertaking professional development courses and experienced and senior staff who wish to use research to improve management practices.

Research-Informed Teacher Learning

2021-09-30
Research-Informed Teacher Learning

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  • Author: Taylor & Francis Group
  • Publisher: Routledge
  • ISBN: 9781032174914
  • Category :
  • Languages : en
  • Pages : 204

Research-Informed Teacher Learning explores career-long improvements in knowledge building and the skills required in curriculum reform, transformations in teaching methods, alterations to assessment, and restructurings in school administration and management. This extends to meeting the needs and interests of different and diverse students and groups of students, mentoring student teachers and beginning teachers, and supporting experienced teachers, so they are all responsive to their local school-communities, thereby contributing to democratic schooling and the public good. The book mainly focuses on the professionals working in teaching and teacher education from pre-service training and development through early-mid career and into later stages of career mobility. It pinpoints the ways that practitioners need to be involved in the design and delivery of changing models of teacher education which helps in the development of their own professional activities at all levels of the teaching service. Dedicated to the late Professor Carey Philpott, the book takes his ideas forward, particularly in the current conjuncture when teacher learning is curtailed and constrained by power brokers, politicians and policy makers in various undemocratic ways. This book will be of great interest for academics and researchers in the fields of teacher education, educational policy and politics, and lifelong learning and development.

Love to Teach

2019-01-18
Love to Teach

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  • Author: Kate Jones
  • Publisher: John Catt Educational
  • ISBN: 9781911382959
  • Category : Classroom management
  • Languages : en
  • Pages : 228

Love To Teach: Research and Resources for every classroom is an exciting book that combines the latest educational research with examples of what this can look like in the classroom. Filled with research-informed ideas to support all teachers and leaders in both Primary and Secondary this book would be great for NQTs to more experienced teachers and leaders alike. The educational research is presented in a format which is accessible, helpful and informative and will help inform educators about cutting-edge research in practical and applicable ways. The practical resources are easily adaptable and ready to be implemented in any classroom and are grounded in Kate's own classroom practice. 'Written with the same passion, reflection and drive that runs through everything Kate does, Love To Teach is a real gem. Kate explores a huge range of practical pick-up-and-use strategies rooted deeply in educational research. The book is an equal balance between thought-provoking and extremely useful. Love to Teach is a great resource for all teachers who are committed to improving their practice and increasing their impact upon the futures of the young people they teach.' -- Sarah Findlater Secondary Principal at Gems First Point School Dubai. Author and Series Editor of the Bloomsbury CPD Library @msfindlater

Learning to Teach Using ICT in the Secondary School

2013-10-08
Learning to Teach Using ICT in the Secondary School

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  • Author: Marilyn Leask
  • Publisher: Routledge
  • ISBN: 1136343970
  • Category : Education
  • Languages : en
  • Pages : 281

Learning to Teach Using ICT in the Secondary School offers teachers of all subjects a comprehensive, practical introduction to the extensive possibilities that ICT offers pupils, teachers and schools. Under-pinned by the latest theory and research, it provides practical advice and guidance, tried-and-tested examples, and covers a range of issues and topics essential for teachers using ICT to improve teaching and learning in their subject. The third edition has been fully updated in light of rapid changes in the field of both ICT and education and includes six brand new chapters. Key topics covered include: Theories of learning and ICT Effective pedagogy for effective ICT Using the interactive whiteboard to support whole class dialogue Special needs and e-inclusion Literacy and new literaciesNEW Multi-play digital games and on-line virtual worldsNEW Mobile learningNEW e-Safety Supporting international citizenship through ICTNEW Linking home and school ICT tools for administration and monitoring pupil progressNEW Tools for professional development. Including case studies and tasks to support your own learning, as well as ideas and activities to use with all your students, Learning to Teach Using ICT in the Secondary School is a vital source of support and inspiration for all training teachers as well those looking to improve their knowledge. If you need a guide to using ICT in the classroom or for professional support, start with this book.

Evidence-Based Practice In Education

2004-03-01
Evidence-Based Practice In Education

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  • Author: Pring, Richard
  • Publisher: McGraw-Hill Education (UK)
  • ISBN: 0335213340
  • Category : Education
  • Languages : en
  • Pages : 252

"Where does hunch end and evidence begin? Too much is written and said about school improvement - about improvements in teaching and learning - with far too little attention to this question. This book provides vivid discussion from distinguished protagonists and antagonists about what gets called 'evidence-based practice'. Reading it, all involved in education - policymakers and practitioners alike - can proceed more confidently."- Professor Tim Brighouse, London Schools Commissioner The movement to evidence-based practice in education is as important as it is controversial, and this book explores the arguments of leading advocates and critics. The book begins with an explication of evidence-based practice. Some of the ideas of its proponents are discussed, including the Campbell Collaboration, and the application to education of Cochrane-style reviews and meta-analyses. The thinking behind evidence based practice has been the subject of much criticism, particularly in education, and this criticism is aired in the second part of the book. Questions have been raised about what we mean by evidence, about how particular kinds of evidence may be privileged over other kinds of evidence, about the transferability of research findings to practice, and about the consequences of a move to evidence-based practice for governance in education. Given that the origins of the interest in evidence-based practice come largely from its use in medicine, questions arise about the validity of the transposition, and contributors to the third part of the book address this transposition. The issues raised in the book, while primarily those raised by educators, are of relevance also to professionals in medicine, social work and psychology.

Educational Research and Innovation The Nature of Learning Using Research to Inspire Practice

2010-08-09
Educational Research and Innovation The Nature of Learning Using Research to Inspire Practice

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  • Author: OECD
  • Publisher: OECD Publishing
  • ISBN: 926408648X
  • Category :
  • Languages : en
  • Pages : 340

This book brings together the lessons of research on both the nature of learning and different educational applications, and it summarises these as seven key concluding principles.

Using Research and Reason in Education

2003
Using Research and Reason in Education

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  • Author: Paula J. Stanovich
  • Publisher:
  • ISBN:
  • Category : Education
  • Languages : en
  • Pages : 42

As professionals, teachers can become more effective and powerful by developing the skills to recognize scientifically based practice and, when the evidence is not available, use some basic research concepts to draw conclusions on their own. This paper offers a primer for those skills that will allow teachers to become independent evaluators of educational research.

Methods in Educational Research

2010-05-17
Methods in Educational Research

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  • Author: Marguerite G. Lodico
  • Publisher: John Wiley & Sons
  • ISBN: 0470436808
  • Category : Psychology
  • Languages : en
  • Pages : 560

Methods in Educational Research Methods in Educational Research is designed to prepare students for the real world of educational research. It focuses on scientifically-based methods, school accountability, and the professional demands of the twenty-first century, empowering researchers to take an active role in conducting research in their classrooms, districts, and the greater educational community. Like the first edition, this edition helps students, educators, and researchers develop a broad and deep understanding of research methodologies. It includes substantial new content on the impact of No Child Left Behind legislation, school reform, quantitative and qualitative methodologies, logic modeling, action research, and other areas. Special features to assist the teaching and learning processes include vignettes illustrating research tied to practice, suggested readings at the end of each chapter, and discussion questions to reinforce chapter content. Praise for the Previous Edition "A new attempt to make this subject more relevant and appealing to students. Most striking is how useful this book is because it is really grounded in educational research. It is very well written and quite relevant for educational researchers or for the student hoping to become one." -PsycCRITIQUES/American Psychological Association "I applaud the authors for their attempt to cover a wide range of material. The straightforward language of the book helps make the material understandable for readers." -Journal of MultiDisciplinary Evaluation

Knowing What Students Know

2001-10-27
Knowing What Students Know

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  • Author: National Research Council
  • Publisher: National Academies Press
  • ISBN: 0309293227
  • Category : Education
  • Languages : en
  • Pages : 383

Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.

Scientific Research in Education

2002-03-28
Scientific Research in Education

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  • Author: National Research Council
  • Publisher: National Academies Press
  • ISBN: 0309133092
  • Category : Education
  • Languages : en
  • Pages : 204

Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in educationâ€"now codified in the federal law that authorizes the bulk of elementary and secondary education programsâ€"have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling. Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each fieldâ€"including education researchâ€"develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education.