You are here

Classroom-based Research and Evidence-based Practice
Share

Classroom-based Research and Evidence-based Practice
An Introduction

Second Edition


May 2013 | 368 pages | SAGE Publications Ltd
This refreshing Second Edition offers a helpful overview of educational research for those training to be teachers, or setting out on classroom-based research projects.

The book illustrates the nature and logic of the research process, and supports readers in critically evaluating the strengths and limitations of published studies.

Drawing on a variety of relevant examples, the book demonstrates each stage of the research process - including formulating research questions, selecting data collection techniques and deciding on approaches to data analysis - and usefully integrates each stage.

The new edition includes:

- an expanded treatment of data analysis

- new, discrete chapters looking at ethical issues, and at how teachers can research their own classrooms through the use of case studies

- discussion of research carried out by trainee teachers.

Clear and comprehensive, the examples included in the book demonstrate the range of topics that are suitable for research in the classroom and identify key factors for consideration when undertaking classroom-based research.

This book is essential reading for students, researchers, teachers and trainee teachers interested in doing research in the classroom.


 
PART ONE: LEARNING ABOUT EDUCATIONAL RESEARCH
 
The Professional Teacher and Educational Research
 
What Is This Thing Called Educational Research?
 
How Do Educational Researchers Think about Their Research?
 
What Strategies Do Educational Researchers Use?
 
How Can Teachers Research Their Own Classrooms?
 
PART TWO: LEARNING FROM EDUCATIONAL RESEARCH
 
Teachers Evaluating Research Quality
 
Teachers Evaluating Research Relevance
 
PART THREE: LEARNING THROUGH EDUCATIONAL RESEARCH
 
Teachers Planning Research
 
Teachers Prioritizing the Ethical Imperative in Classroom Research
 
Teachers Collecting Evidence through Research
 
Teachers Interrogating the Evidence from Classroom Studies
 
Teachers Making the Case through Reporting Research

This text is an excellent introduction to the process of evidence based practice for beginning special education teachers.

Ms Lindsey Ogle
School Of Education, Indiana University - Bloomington
August 5, 2013

the text is well laid out and in particular the strategies are clearly discussed. We may well give this a higher adoption status once we have some clarity on the focus of a course we are reviewing. We wish to include a stream that includes more pedagogy. And it would work well for that.

Ms Jennifer Parr
Nuffield Ctr for Int'l Health & Dev, Leeds University
July 18, 2013

I particularly like the small-scale student studies that have provided examples to my students and they have become more confident in seeing themselves as ‘researchers’ as a result. Chapter 2 is useful (the examples are revisited later so students are already familiar with them and the issues they pose): the processes and evidence that contribute to outcomes of research are good to explore here. A sound theoretical guide linked to relevant practical examples.

Mrs Irene Scott
Faculty of Education (Parkgate), Chester University
June 11, 2013

I particularly like the small-scale student studies that have provided examples to my students and they have become more confident in seeing themselves as ‘researchers’ as a result. Chapter 2 is useful (the examples are revisited later so students are already familiar with them and the issues they pose): the processes and evidence that contribute to outcomes of research are good to explore here. A sound theoretical guide linked to relevant practical examples.

Mrs Irene Scott
Faculty , Chester University
May 31, 2013
  •