1st Edition
Inquiry, Data, and Understanding A Search for Meaning in Educational Research
Chapter 1 Research, Researchers, Data, and Understanding 1 Introduction to Section I: Time and Learning Chapter 2 An Empirical Investigation of Individual Differences in Time to Learn Chapter 3 Instruction and Time-on-Task: A Review Chapter 4 Time and Timing Introduction to Section II: Factors Influencing Educational Effectiveness Chapter 5 The Relationship Among Teaching Methods, Student Characteristics, and Student Involvement in Learning Chapter 6 Understanding Teacher Behavior in the Classroom: A Must for Sound Evaluation Chapter 7 The Stability of School Effectiveness Indices Across Grades and Subject Matters Chapter 8 High School Principals and School Reform: Lessons Learned from a Statewide Study of Project Re:Learning Chapter 9 Toward an Understanding of Unusually Successful Programs for Economically Disadvantaged Students Chapter 10 Why Should Reduced Class Size Lead to Increased Student Achievement? Introduction to Section III: International Perspectives Chapter 11 The Classroom Environment Study: Teaching for Learning Chapter 12 What IEA Studies Say About Teachers and Teaching Chapter 13 Improving Classroom Teaching and Learning: What American Educators Can Learn from International Research Introduction to Section IV: The Nature and Purpose of Educational Research Chapter 14 The Role of Conceptual Frameworks in Understanding and Using Classroom Research Chapter 15 Inquiry, Data, and Understanding: A Search for Meaning in Educational Research Chapter 16 Looking Back, Moving Forward Chapter 17 New Directions for School and Classroom Research
Biography
Lorin W. Anderson University of South Carolina, Columbia, USA
