A Guide to Practitioner Research in Education
Publication Year: 2011
Subject: Educational Research (general)
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.
- Front Matter
- Back Matter
- Subject Index
Part 1: What Is Research and Why Do It?
Part 2: What Do We Want to Know?
- Chapter 3: What Is a Research Question?
- Chapter 4: Getting It Right! Values and the Ethical Dimensions of Practitioner Research
Part 3: What Do We Know Already and Where Do We Find It?
Part 4: How Will We Find Out?
- Chapter 7: Questionnaires and Questionnaire Design
- Chapter 8: Interviewing
- Chapter 9: Using Focus Groups
- Chapter 10: Observation
- Chapter 11: Other Methods
Part 5: What Does It Mean?
Part 6: How Will We Tell Everyone?
Education at SAGE[Page ii]
SAGE is a leading international publisher of journals, books, and electronic media for academic, educational, and professional markets.
Our education publishing includes:
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Find out more at: http://www.sagepub.co.uk/education
© Ian Menter, Dely Elliot, Moira Hulme, Jon Lewin and Kevin Lowden 2011
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About the Authors
Teachers, lecturers and a range of other education practitioners are increasingly being encouraged to develop their professionalism through adopting an enquiring approach to their work. For example, newly qualified teachers in England are now getting the opportunity to study for a Master's in Teaching and Learning (MTL). Experienced teachers in Scotland can now follow a programme to become a Chartered Teacher and a similar scheme has been piloted in Wales. Students who are studying to become schoolteachers or lecturers are increasingly being given the opportunity to undertake small-scale research as part of their programmes of study.
This book has been written in order to provide a straightforward introduction to practitioner research that may be of value both to experienced teachers and to students in training as they begin to engage with enquiry into their own practice. The approach taken in this book was based on a series of short texts that were produced by the former Scottish Council for Research in Education (SCRE). These texts each focused on one particular aspect of small-scale research, such as questionnaires, literature review or interviews. The purpose of the present book is to bring together in a single and accessible volume a wider range of up-to-date advice for practitioner researchers.
The emphasis throughout has been on keeping the approach simple and manageable for practitioners who are new to research and are working or studying full-time. We have sought to be rigorous however and to ensure that we are encouraging high-quality research work. Where you may wish to go further with more ambitious techniques or concepts we have sought to provide guidance on where you may look.
The book has been written by a large team and while we each took the lead in different sections or on different aspects of the book, we have all shared the fundamental commitment to providing clear and focused advice for our readers. We have been greatly assisted in this by our two colleagues, John Hall and Stuart Hall, who played a significant part in laying down the original plans for the book and whose ideas have fed into our writing.
The writing team is based in the School of Education at the University of Glasgow and includes colleagues who have worked in the former SCRE – now the SCRE Centre – which had a long tradition of supporting teacher research across Scotland. In the recent past the team members have all collaborated on supporting teacher research, especially in a project entitled ‘Research to Support Schools of Ambition’. At the time of completing this book, this project has recently come to a close. We have drawn heavily on the experience [Page x]of that work and would like to thank all of the headteachers, teachers, students and others who have contributed to it as well as those with whom we have worked on a range of other similar projects over many years.
We also wish to thank Helen Fairlie, formerly of SAGE, our publishers, whose initial encouragement led to the development of this book. Finally, thanks to Marianne Lagrange and Monira Begum at SAGE for their patient and enthusiastic support as we have struggled (not always successfully!) to meet deadlines., , , and
Department for Education and Employment (DfEE) (2000) Best Practice Research Scholarships: Guidance Notes for Teacher Applications. Nottingham: DfES Publications.
Baumfield, V. (2009) ‘Practitioner inquiry: evaluating learning and teaching?’ Paper presented at the Professional Practice Lecture Series, 6th August, Glasgow.
Figure 6.4: EndNote ® © 2010, Thomson Reuters.[Page xii]
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