Download A Teacher's Guide to Classroom Research, 4th Edition by David Hopkins PDF

By David Hopkins

ISBN-10: 0335221742

ISBN-13: 9780335221745

ISBN-10: 0335221750

ISBN-13: 9780335221752

ISBN-10: 0335236782

ISBN-13: 9780335236787

How can we behavior school room learn? Why is school room examine important to lecturers and colleges? How does lecture room study give a contribution to instructing, studying and faculty transformation? The fourth variation of this bestselling booklet is a realistic advisor for lecturers that desire to behavior study of their study rooms and for colleges that desire to increase their perform. school room learn, as defined during this ebook, will let lecturers to augment their very own or their colleagues’ instructing, to check the assumptions of academic thought in perform and to enforce and evaluation complete institution advancements. Comprehensively revised and up to date, alterations to the hot variation comprise: an immense re-working of the final 4 chapters accomplished description of the way to behavior school room study new chapters on examining and reporting examine up to date case learn examples and cameos The contribution of instructor study in bettering custom-made studying and faculty transformation The booklet additionally explores versions of training and studying; equipment for amassing, reading and reporting info; and the ways that lecture room learn will be released and associated with the curriculum, instructing and employees improvement.

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Additional info for A Teacher's Guide to Classroom Research, 4th Edition

Example text

This approach to education tends to equate schools to factories which operate on a rational input–output basis, with pupils as raw material, teachers as mechanics, the curriculum as the productive process and the school leaders as factory managers. This image of schooling stands in direct contrast to the aspirations of the teacher research movement. John Elliott (in Nixon 1981: 1) has observed that ‘the teacher as researcher movement emanated from the work and ideas of Lawrence Stenhouse’. Crucial to an understanding of Stenhouse’s intellectual position is, as we saw in Chapter 1, the notion of emancipation (see Stenhouse 1983).

The entire school improvement group commits to monitoring the value of their own work and to critique each other’s practice. It goes without saying that staff at all levels of the school are involved, including newly qualified teachers, support staff and, more recently, students. Each partnership is entirely free of status positions within the more formal organizational structure of the school and offers leadership opportunities to a variety of staff. Some partnerships might be involved with significant whole-school issues (for example, assessment strategies to improve student achievement) while others may be engaged in focused classroom research activity (questioning technique, or cooperative groupwork).

With further improvement and development of strategies/resources to extend this focus, the level of differentiation within the group could be additionally enhanced. However, for this approach to be most successful, it seems to be important that pupils of similar ability work together at the designing stage in order to stimulate more creative ideas. Once the focus of the project has been established, pupils can work effectively in friendship groups with GAT pupils offering support to the less able during construction.

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A Teacher's Guide to Classroom Research, 4th Edition by David Hopkins


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