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A complement to Researching Schools by the same authors, this book provides readers with a strong theoretical framework for school-based research as well as valuable advice on the ways in which networks of specialist groups can work together to create a broad-ranging approach to educational research. Through a critical examination of existing research and current thinking, the authors draw out implications for the effective policy and practice of school-based research. Illustrated throughout with case studies and including a full and detailed literature review, this book will be a vital resource for all academics pursuing research into education.
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.
Presenting the work of a highly innovative partnership between the University of Cambridge Faculty of Education and eight secondary schools, this book explores this networked learning community which has helped to define the use and production of educational knowledge and research within and between various partners. This book examines the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university partnerships. Stories and examples from practitioners and others who worked directly in and with schools are presented throughout the book. It will appeal to a wide audience of practitioners and academics, and to all who are interested in how research and enquiry can be used to support the development of practice in schools.
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.
Doing Practitioner Research focuses on helping practitioners conduct research in their own organisations, and attention is given to the best methods for doing this effectively and sensitively. The authors also attend to the theoretical, political and organisational context of doing research, as well as addressing the ethical and practical issues of undertaking research. The authors cover in detail the range of skills and techniques necessary to make a successful start to the process of becoming an effective practitioner researcher. This is an ideal text for growing number of practitioners working in health, education and social care who are undertaking research. Fox et al have provided the perfect introduction to why practitioners are in the unique position to conduct research that actually improves professional practice. This book will be essential reading for those professionals/practitioners engaged in research in their own organisation or undertaking a post-graduate qualification in Health, Social Care, or Education.
The authors show how being able to conduct and understand research is vital for the professional development of teachers.
“Bringing a different world into existence – Action Research as a trigger for innovations” was the overarching theme and vision of the international CARN Conference 2011 in Vienna. The chapters in this book are drawn mainly from conference contributions. The authors share practical knowledge which has arisen from their work, and reflect on development processes in schools, in teacher education and professional development, social work, social peda¬gogy, health care and community development. This book offers what some critics believe has been missing in recent action research literature, namely first person accounts of action researchers who endeavour to change working conditions and social relations in their environment through the conduct of action research. This book is also distinguished by assembling contributions from people who are linking action research to a broad diversity of differing contexts, and who are exploring topics or issues across various applications of action research.
Practice and Research is an overview of Professor Ian Shaw's analysis of the complexity and challenges of the practice/research relationship in social work - a theme that has been the focus of much of his writing over his career. Introduced with a new essay that reflects on the 'serendipity, misfires and occasional patterns' in his work, the book is grouped into five sections. It covers the following themes, each of which is fully contextualized: ¢ Perspectives on Social Work Research ¢ Evaluation ¢ Qualitative Social Work Research ¢ Practice and Research ¢ The Receiving End: Service Users and Research This book has much to say about the relationship between social work practice and research and is a must-read for any social work student or practitioner.