Introduction: PGCE - M level: why should teachers do school-based research? PART ONE: USING EXISTING RESEARCH TO UNDERSTAND TO UNDERSTAND AND PLAN YOUR OWN CLASSROOM-BASED RESEARCH Becoming a reflexive teacher - Elaine Wilson Refining the focus for research and formulating a research question - Elaine Wilson Using and reviewing literature - Elaine Wilson PART TWO: CARRYING OUT AND REPORTING ON CLASSROOM-BASED RESEARCH Research design and ethics - Elaine Wilson & Kris Stutchbury Collecting Data - Elaine Wilson & Alison Fox Handling Data - Elaine Wilson & Alison Fox Reliability and validity in qualitative research by teacher researchers - Michael Evans Analysing qualitative data - Michael Evans Taking a quantitative approach - Mark Winterbottom Analysing quantitative data - Ros McLellan Writing about your research - Elaine Wilson PART THREE: METHODOLOGIES Action Research - Elaine Wilson The Case Study - Helen Demetriou Building theory from data: grounded theory - Keith S. Taber PART FOUR: PARADIGMS Beyond Positivism: 'scientific' research into education - Keith S. Taber Interpretivism: meeting our selves in research - Christine Counsell.
(source: Nielsen Book Data)
'This book will provide a very valuable resource for developing teachers and their University tutors. There is great breadth and depth in reflections upon different aspects of researching school based practice and the reader is guided carefully through the challenging processes of devising enquiries, collecting evidence, analysing data and writing up research. The book can be used on different levels - from quick reference to thorough analysis on research methodology. The examples drawn from the work of new researchers on M level PGCEs and MA programmes provide excellent models for reflection' - Simon Thompson, Director of Initial Teacher Education at the University of Sussex.The new M-level PGCE courses require trainee teachers to demonstrate the ability to systematically research their own practice during professional placements. This book is designed to guide students through the research process, supporting novice researchers as they build research skills. The book will help new teachers beginning to use research literature to ask questions about published work, showing that the nature of knowledge sought, and how such knowledge is justified, depends on 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 contextualises methodological issues alongside key ideas which teachers are likely to be concerned with, such as ability grouping, pupil voice, pupil behaviour, teaching approaches and pupil motivation. Focused clearly on the needs of the new classroom researcher, this book is a thorough and thoughtful guide to the research process. (source: Nielsen Book Data)