Keith Taber's Classroom-based Research and Evidence-based Practice: A PDF

February 2, 2018 | Certification Development | By admin | 0 Comments

By Keith Taber

ISBN-10: 1412923220

ISBN-13: 9781412923224

ISBN-10: 1412923239

ISBN-13: 9781412923231

ISBN-10: 1848607504

ISBN-13: 9781848607507

`This is a very robust book. It is full of attention-grabbing and legitimate arguments and indicates a very good figuring out either one of study rooms and of academic examine' - Michael Reiss, Institute of schooling, college of LondonInvaluable for someone venture instructor schooling classes and different graduate classes related to a component of academic study, this article equips the reader with the mandatory wisdom and talents to be convinced in appreciating the character, obstacles and chances of small-scale lecture room learn, and significantly interpreting the learn of others. It comprises case examples and pedagogical beneficial properties all through to let the reader to totally have interaction with the problems surrounding instructing and studying.

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Extra resources for Classroom-based Research and Evidence-based Practice: A Guide for Teachers

Sample text

Although concepts such as energy, element, force or metal are human inventions, they are useful because they seem to map onto regularities in nature that are totally independent of the human observer. The role of science could be seen as developing and refining models to give ever-improving fit to what is observed in the natural world. Question for reflection To what extent do you think that educational research can be seen as uncovering the general laws that reveal the truth about educational reality: when might this be a suitable mind-set for exploring learning and teaching, and when might such assumptions prove problematic?

It is important to recognise that sometimes these two different types of studies, although based on apparently inconsistent assumptions, and addressing different types of questions, may be complementary in developing our wider understanding of a research topic (National Research Council, 2002). This is true of the many abstract ideas we teach in the school curriculum – and equally important when learning new concepts (such as ‘educational research paradigms’) at more advanced levels. Here we briefly consider two educational research studies, which came to opposite conclusions when investigating whether secondary level students hold what are known as ‘alternative conceptual frameworks’ of the science concept of force.

Luckily there are abstracting services and electronic searching tools to help identify relevant studies in different topics (gender issues, ICT, gifted education, etc), which are related to different age groups or curriculum subjects. Most libraries have access to these tools, and staff to help you use them. We might be tempted to assume a study with a large sample size offering ‘statistically significant’ results should always be taken more seriously than an in-depth account of a case-study of a single teacher working with one class.

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Classroom-based Research and Evidence-based Practice: A Guide for Teachers by Keith Taber


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