Inquiry, Data, and Understanding: A Search for Meaning in Educational Research, 1st Edition (Hardback) book cover

Inquiry, Data, and Understanding

A Search for Meaning in Educational Research, 1st Edition

Edited by Lorin W. Anderson

Taylor & Francis

272 pages

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Hardback: 9789026519536
pub: 2007-07-17
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Inquiry, Data, and Understanding is a reflective collection of papers in which Lorin Anderson offers his personal perspective on developments in educational research over thirty years.

Following an introductory chapter, in which educational research is defined as disciplined inquiry, the remaining chapters are divided into four sections: time and learning, factors influencing educational effectiveness, international perspectives, and the nature and purpose of educational research. Each section contains an introduction that places the chapters in that section in a historical and personal context.

The fourth section, which concludes the book, summarises four lessons that were learned about becoming a researcher. Based on these lessons, the final chapter describes four needs that must be met if school and classroom research is to move forward:

* The need for concept-based research

* The need to put students back into the equation

* The need to stop focusing on correlates of student achievement

* The need for research on alterable variables.

Table of Contents

Chapter 1 Research, Researchers, Data, and Understanding

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


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


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

About the Series

Contexts of Learning

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Subject Categories

BISAC Subject Codes/Headings:
BUSINESS & ECONOMICS / Government & Business