Classroom-based Research and Evidence-based Practice
An Introduction
- Keith Taber - University of Cambridge, UK
The book illustrates the nature and logic of the research process, and supports readers in critically evaluating the strengths and limitations of published studies.
Drawing on a variety of relevant examples, the book demonstrates each stage of the research process - including formulating research questions, selecting data collection techniques and deciding on approaches to data analysis - and usefully integrates each stage.
The new edition includes:
- an expanded treatment of data analysis
- new, discrete chapters looking at ethical issues, and at how teachers can research their own classrooms through the use of case studies
- discussion of research carried out by trainee teachers.
Clear and comprehensive, the examples included in the book demonstrate the range of topics that are suitable for research in the classroom and identify key factors for consideration when undertaking classroom-based research.
This book is essential reading for students, researchers, teachers and trainee teachers interested in doing research in the classroom.
Supports PGCE Masters Level study. This is also really useful for teachers who are involved in research groups within their school settings.
This is a good text for those on PGCE helping them to bring meaning to theoretical learning and seeing the interplay between theory and practice. good examples provided.
Excellent book on the topic highly recommended
Great text for teachers who want to do classroom-based research. Easy to read. a systemic text with applicable examples. A job well done.
This second edition now helpfully includes a number of small scale student studies (as well as published studies) thus making it relevant, and encouraging, to those undertaking small scale research, perhaps as part of a PGCE course.
Erudite and evidence-based throughout, there is much here to help those starting out in research; at times, however, the language level could present a barrier for some students.
There is plenty for more experienced researchers as well and it is helpful to have a full chapter on ethical implications. An interesting distinction between action research and case studies is made.
This text is an excellent introduction to the process of evidence based practice for beginning special education teachers.
the text is well laid out and in particular the strategies are clearly discussed. We may well give this a higher adoption status once we have some clarity on the focus of a course we are reviewing. We wish to include a stream that includes more pedagogy. And it would work well for that.
I particularly like the small-scale student studies that have provided examples to my students and they have become more confident in seeing themselves as ‘researchers’ as a result. Chapter 2 is useful (the examples are revisited later so students are already familiar with them and the issues they pose): the processes and evidence that contribute to outcomes of research are good to explore here. A sound theoretical guide linked to relevant practical examples.
I particularly like the small-scale student studies that have provided examples to my students and they have become more confident in seeing themselves as ‘researchers’ as a result. Chapter 2 is useful (the examples are revisited later so students are already familiar with them and the issues they pose): the processes and evidence that contribute to outcomes of research are good to explore here. A sound theoretical guide linked to relevant practical examples.
