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E-grāmata: Learning to Research and Researching to Learn: An Educator's Guide

(University of Technology, Sydney), (University of Queensland)
  • Formāts: PDF+DRM
  • Izdošanas datums: 06-Apr-2020
  • Izdevniecība: Cambridge University Press
  • Valoda: eng
  • ISBN-13: 9781108642231
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Learning to Research and Researching to Learn: An Educator's GuidePalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 06-Apr-2020
  • Izdevniecība: Cambridge University Press
  • Valoda: eng
  • ISBN-13: 9781108642231
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Being an educator involves continual reflection on practice to improve student learning and engagement. Learning to Research and Researching to Learn is an essential introduction to developing research skills and conducting practitioner research in the field of education. Learning to Research and Researching to Learn covers all aspects of educational research, from how to conduct and engage with research, to how to collect, organise and analyse data. Using real-world examples and practitioner findings, the text encourages student and practitioner engagement through discussion questions and case studies relevant to educators in early childhood, primary and secondary contexts. Written by authors with extensive experience as both teachers and researchers, Learning to Research and Researching to Learn is an invaluable resource for educators in all stages of their professional careers.

Learning to Research and Researching to Learn is an essential introduction to developing research skills and conducting practitioner research in the field of education.

Papildus informācija

An essential introduction to developing research skills and conducting practitioner research in the field of education.
Preface ix
About the authors xii
1 Introduction To Education Research And Practitioner Research: What Is It And Why Do It?
1(17)
Introduction
1(1)
Education research
2(3)
Practitioner research
5(7)
Models of practitioner research
12(5)
Conclusion
17(1)
Discussion questions
17(1)
2 The Decision To Research: What Is Involved?
18(16)
Introduction
18(1)
Deciding to conduct research: identifying the impetus
19(5)
Responding to the common concerns of educators
24(4)
The research proposal
28(5)
Conclusion
33(1)
Discussion questions
33(1)
3 Conducting Practitioner Research: Practical Considerations And Ethics
34(19)
Introduction
34(1)
Planning practitioner research: some practical considerations
35(5)
Considerations regarding research questions
40(3)
Balancing demands: the interface of practice and research
43(2)
Ethical research
45(4)
Conclusion
49(3)
Discussion questions
52(1)
4 Engagement With Research: Locating, Reading, Critiquing And Reviewing Literature
53(21)
Introduction
53(1)
Engaging with research
54(2)
Accessing and locating research literature
56(3)
Being a critical consumer of research
59(6)
The literature review
65(4)
Academic writing
69(3)
Conclusion
72(1)
Discussion questions
73(1)
5 From Research Questions To Planning The Research Process: Approaches To Study Design
74(18)
Introduction
74(1)
Research paradigms
75(5)
Common research approaches
80(4)
Aligning research approaches, goals and questions
84(6)
Conclusion
90(1)
Discussion questions
90(2)
6 Participant Selection And Data Collection: Designing And Administering
92(21)
Introduction
92(1)
Decision-making before collecting data
93(4)
Deciding on data collection methods
97(2)
Commonly used data collection methods
99(12)
Conclusion
111(1)
Discussion questions
111(2)
7 Organising And Analysing Data
113(20)
Introduction
113(1)
Organising data
113(7)
Analysis of data
120(7)
Representation of data for dissemination
127(4)
Conclusion
131(1)
Discussion questions
131(2)
8 Synthesis And Discussion Of Findings
133(14)
Introduction
133(1)
The structure of a discussion
134(1)
Synthesising the findings
135(3)
Connecting the findings to other research in the field
138(2)
Further considerations
140(5)
Conclusion
145(1)
Discussion questions
145(2)
9 Disseminating Practitioner Research
147(18)
Introduction
147(1)
Why disseminate practitioner research?
148(1)
Written forms of dissemination
149(4)
Conference-based dissemination
153(10)
Ethical considerations for dissemination
163(1)
Conclusion
163(1)
Discussion questions
164(1)
10 Challenges, Opportunities And Outcomes Of Practitioner Research
165(14)
Introduction
165(1)
Challenges related to practitioner research
166(5)
Opportunities from practitioner research
171(3)
Outcomes of practitioner research
174(3)
Conclusion
177(1)
Discussion questions
178(1)
11 Professionalism And Practitioner Research
179(15)
Introduction
179(1)
Professionalism in school contexts
180(2)
Practitioner research to address professional standards
182(6)
Other potential contributions of practitioner research
188(3)
So, you've finished your research!
191(1)
Conclusion
192(1)
Discussion questions
192(2)
References 194(8)
Index 202
Annette Hilton was Associate Professor of Research Leadership at the University of Technology Sydney (UTS) and remains associated with UTS in an honorary capacity. She was a secondary school teacher and head of department for 20 years. She was previously Associate Professor of Science Education at the Danish School of Education, Aarhus University, Copenhagen. Geoff Hilton is a Lecturer in the School of Education at the University of Queensland, where he teaches in the undergraduate and masters programs for initial teacher education. He was a primary school teacher for many years before completing his PhD and moving to academia.
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