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.

Why Do Practitioner Research?
Why do practitioner research?

In Chapter 1 we considered the nature of practitioner research and introduced the work of Lawrence Stenhouse. This chapter considers the varied reasons for engaging in practitioner research as a beginning teacher, experienced teacher or school leader. Who engages in research and why?

Research internationally suggests that the quality of teaching is the most significant within-school factor influencing pupil performance (Darling-Hammond et al., 2005; Hattie, 2009; McKinsey & Co., 2007). Research further suggests that engagement in research by teachers has a positive impact on the learning of the pupils in their classrooms (Baumfield and Butterworth, 2005). It is argued that research-engaged teachers have ‘a better understanding of their practice and ways to improve it’ (McLaughlin et al., 2004: 5). ...

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