British Educational Research Association (2011) Ethical guidelines for educational research. London.
Reflective Practice: writing and professional development 5th edn. by
Reflecting thoughtfully on your work is vital for improving your own self-awareness, effectiveness and professional development. This newly updated fifth edition of Gillie Bolton's bestselling book explores reflective writing as a creative and dynamic process for this critical enquiry. New to this edition: An expanded range of exercises and activities A new emphasis on using e-portfolios Further guidance on reflective writing assignments Enhanced discussion of reflection as a key employability skill Additional online resources This popular book has been used worldwide in various disciplines including education, social work, business and management, medicine and healthcare and is essential reading for students and professionals seeking to enhance their reflective writing skills and to examine their own practice in greater critical depth.
Educational Research and Evidence-Based Practice by
Chapter - Kemmis, S. 'Action Research' pp. 167-180
Combining classic articles that have been key markers in recent debates with new and influential material, this book addresses the problems involved in educational research and the issues surrounding its contribution to policymaking and practice. The authors examine the diverse approaches within qualitative research and address some of the key areas which have attracted criticism. They consider what role research should play and examine the case for randomised controlled trials and for action research. The book is suitable for any undergraduate or postgraduate student concerned with educational research methodology, as well as those focusing on educational policy and practice, and students doing PhDs and EdDs.
You and Your Action Research Project 4th edn. by
You and Your Action Research Project is packed full of useful advice to take the reader through the various stages of an action research project. Written for practitioners across professions who are studying on work-based learning programmes and award-bearing courses, this book contains practical strategies for improving project work. Split into the following five sections; Thinking about doing a project, Getting ready to do a project, Planning a project and managing it, Doing your project, Evaluating your action research project, the structure is clearly accessible and easy-to-read, encouraging readers of cross-curricular interests from teachers, to nurses and social workers to try new approaches. This fourth edition of the best-seller has been thoroughly updated and improved, with new and up-to-date case study material from a very wide range of disciplines, greater emphasis on the need for dialogical practices, points for reflection, more developed ideas about sorting and analysing data, and a stronger focus on writing as a form of research. With key sections on engaging with the literatures and collaborative practices, whilst also developing ideas about writing and data analysis, this book will be essential reading for those wanting to begin and further develop their action research. Jean McNiffis an independent researcher and writer, Professor of Educational Research at York St John University, and Adjunct Professor at the University of Limerick. She is also the author of key text Action Research: Principles and Practice.
Reflective Teaching in Schools 4th edn. by
Part one: Becoming a reflective teacher
Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests 'Reflective Activities' for classroom work and offers guidance on selected 'Key Readings'. Uniquely, two levels of support are offered: · Practical advice and comprehensive, evidence-based guidance on key issues in classroom practice - including relationships, behaviour, curriculum planning, learning and teaching strategies, assessment processes and evaluation. · Routes to deeper forms of expertise, introducing evidence-informed 'principles' and 'concepts' to support more in-depth understanding of teacher expertise, as trialled with primary and secondary practitioners in the UK and beyond. Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, coordinated development and is responsible for the final text, with the advice of primary and secondary specialists from the University of Cambridge. Reflective Teaching in Schools is part of a set of professional resources. It links directly to the companion text, Readings for Reflective Teaching in Schools, and to the website, reflectiveteaching.co.uk. A fully integrated and complementary range of resources is thus offered for both primary and secondary schools. Readings for Reflective Teaching in Schools, offering further support for reflective practice in schools, directly complements and extends the chapters in this book. It has been designed to provide convenient access to key texts. It is of particular help as a compact and portable library in school-led teacher education. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary of educational terms, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series - inspiring education through innovation in early years, schools, further, higher and adult education.
Formative Assessment in Action by
This follow-up to Shirley Clarke's hugely popular Unlocking Formative Assessment focuses on bringing it all together in the primary classroom & how to weave all the elements of formative assessment, coherently and manageably, into everyday teaching. Uniquely, this book develops whole-lesson examples to showcase the key elements of formative assessment in action. Each chapter defines powerful aspects of formative assessment which are then exemplified in a teacher&;s own short account of a real lesson or series of lessons: how to establish clear learning objectives and success criteria; how to use questioning to transform the lesson focus and elevate thinking and learning; how to encourage self- and peer evaluation; and how to incorporate effective feedback into the lesson format through modelling and self- and paired marking. Throughout, Shirley's commentary and analysis draw on extensive classroom feedback from her teacher action-research teams across the UK, highlighting new ideas and good practice as formative assessment continues to develop and evolve. The formative assessment elements are illustrated with examples, diagrams and classroom realia, while summaries and INSET suggestions are provided at the end of each chapter. Ways of strengthening headteacher and LEA support and implementation strategies are also examined. Above all, this book will give teachers new confidence to experiment, analyse and modify their practice, to make formative assessment work in their own classrooms.
Educational Research and Evidence-Based Practice by
Chapter - Kemmis, S. 'Action Research'
Combining classic articles that have been key markers in recent debates with new and influential material, this book addresses the problems involved in educational research and the issues surrounding its contribution to policymaking and practice. The authors examine the diverse approaches within qualitative research and address some of the key areas which have attracted criticism. They consider what role research should play and examine the case for randomised controlled trials and for action research. The book is suitable for any undergraduate or postgraduate student concerned with educational research methodology, as well as those focusing on educational policy and practice, and students doing PhDs and EdDs.
Doing Your Literature Review by
The literature review is a compulsory part of research and, increasingly, may form the whole of a student research project. This highly accessible book guides students through the production of either a traditional or a systematic literature review, clearly explaining the difference between the two types of review, the advantages and disadvantages of both, and the skills needed. It gives practical advice on reading and organizing relevant literature and critically assessing the reviewed field. Contents include:Using libraries and the internetNote makingPresentationCritical analysisReferencing, plagiarism and copyrightThis book will be relevant to students from any discipline. It includes contributions from both a professor and a librarian, each offering expert advice on either the creation and assessment of literature reviews or the process of searching for information. It is also highlights the increasing importance of the systematic review for many disciplines and presents the specific challenges which it brings.
Action Research for Improving Educational Practice by
Praise for the first edition: "This will be a useful guide for a range of teacher-researchers, honours students and others interested in improving their practice."- British Journal of Educational Technology"A comprehensive guide to action research; it will be the equivalent of having an experienced tutor available twenty four hours a day to provide valuable advice and reassurance to the researcher, at all stages of the project."- Carole Portman-Smith, Advanced Skills Teacher for the London borough of Richmond Upon ThamesWhich topics are right for Action Research in an education context? How do you go about planning a project, collecting and analyzing your data? What's the best way to present your research findings to parents, colleagues, or funding bodies?Whether you are a busy teacher doing research in your classroom, an undergraduate starting your research project, or a graduate student writing up your dissertation, this step-by-step guide takes you through every stage involved in carrying out action research. In this brand new edition, you will find additional guidance on:The challenges of being an insider researcherSearching and analyzing literature from the internetChildren's participation and children's rights in action research projects in educational settingsValidity and authenticity in action researchA new chapter on writing for publicationAn action research planning sheetThis book draws on Valsa Koshy's extensive experience of supervising researchers at all levels, and includes examples of action research carried out by practitioners across a range of topics and age groups. Case studies include UK and international examples, allowing you to reflect on multiple perspectives of action research in education. Those new to action research, and those looking for a straightforward explanation of the methods involved, will find this book invaluable.
Reflective Teaching in Schools 4th edn. by
Part one: Becoming a reflective teacher
Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests 'Reflective Activities' for classroom work and offers guidance on selected 'Key Readings'. Uniquely, two levels of support are offered: · Practical advice and comprehensive, evidence-based guidance on key issues in classroom practice - including relationships, behaviour, curriculum planning, learning and teaching strategies, assessment processes and evaluation. · Routes to deeper forms of expertise, introducing evidence-informed 'principles' and 'concepts' to support more in-depth understanding of teacher expertise, as trialled with primary and secondary practitioners in the UK and beyond. Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, coordinated development and is responsible for the final text, with the advice of primary and secondary specialists from the University of Cambridge. Reflective Teaching in Schools is part of a set of professional resources. It links directly to the companion text, Readings for Reflective Teaching in Schools, and to the website, reflectiveteaching.co.uk. A fully integrated and complementary range of resources is thus offered for both primary and secondary schools. Readings for Reflective Teaching in Schools, offering further support for reflective practice in schools, directly complements and extends the chapters in this book. It has been designed to provide convenient access to key texts. It is of particular help as a compact and portable library in school-led teacher education. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary of educational terms, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series - inspiring education through innovation in early years, schools, further, higher and adult education.
Action Research in Education by
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-life practitioner research projects from a range of schools, colleges and universities. This book will help teachers to:Understand and apply practitioner inquiryEnhance their problem-solving skillsLocate their own activity in a wider contextMaximize opportunities to develop practiceEvaluate the needs of their learnersClear, pragmatic and timely, this is a must-have text for all teachers and students of education.
Inside the black box; raising standards through classroom assessment. by 
Social Research Methods 5th edn. by
This introduction to research methods provides students and researchers with unrivalled coverage of both quantitative and qualitative methods, making it invaluable for anyone embarking on social research. Bridging the gap between theory and practice, Social Research Methods, Fifth Edition, is packed full of engaging examples and practical tips to equip students with the tools and knowledge needed for them to complete their own research projects. In addition to providing practical advice, author Alan Bryman deftly explores the nature of social research and the wider issues impinging on it.
Participatory Action Research by
This book addresses a key issue in higher learning, university education and scientific research: the widespread difficulty researchers, experts and students from all disciplines face when trying to contribute to change in complex social settings characterized by uncertainty and the unknown. More than ever, researchers need flexible means and grounded theory to combine people-based and evidence-based inquiry into challenging situations that keep evolving and do not lend themselves to straightforward technical explanations and solutions.nbsp; In this book, the authors propose innovative strategies for engaged inquiry building on insights from many disciplines and lessons from the history of Participatory Action Research (PAR), including French psychosociology. The ongoing evolution of PAR has had a lasting legacy in fields ranging from community development to education, public engagement, natural resource management and problem solving in the workplace. All formulations have in common the idea that research must be done 'with' people and not 'on' or 'for' people. Inquiry of this kind makes sense of the world through efforts to transform it, as opposed to simply observing and studying human behaviour and people's views about reality, in the hope that meaningful change will happen somewhere down the road.nbsp; The book contributes many new tools and conceptual foundations to this longstanding tradition, grounded in real-life examples of collective fact-finding, analysis and decision-making from around the world. It provides a modular textbook on participatory action research and related methods, theory and practice, suitable for a wide range of undergraduate and postgraduate courses, as well as working professionals.
Outstanding Formative Assessment by
Best-selling author Shirley Clarke provides a wealth of high quality ideas, practical strategies, classroom examples and whole-school case studies for teachers in primary and secondary schools. The most comprehensive of Shirley Clarke's titles includes extensive examples and realia, in full colour. The book is clearly structured around the ways in which teachers actually teach, with QR coded web video clips to illustrate key points in action. - Helps teachers create an environment for pupils to be active learners, constant reviewers and self-assessors - Ensures teachers start and finish lessons effectively by initially establishing their prior knowledge and capturing their interest and finally encouraging pupil reflection to find out what has been learnt and what still needs to be developed - Develops learning by helping children articulate their understanding and focusing on constant review and improvement - Focuses on whole-school development including lesson study, assessment policies and stories from outstanding schools Chapters include: 1. Laying the foundations 2. Effective starts to lessons 3. Developing the learning 4. Effective ends to lessons 5. Whole school development
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