1st Edition
Mobilising Teacher Researchers Challenging Educational Inequality
Contents List of tables List of figures List of abbreviations Notes on contributors Introduction: Ian Menter and Ann Childs Part 1 Closing the Gap: Test and Learn Chapter 1 Who, how and why? Motives and agendas for key stakeholders in Closing the Gap. Ann Childs, Roger Firth and Ian Thompson Chapter 2 Closing the Gap - Test and Learn: an unprecedented national educational research project, Richard Churches, Robin Hall and Juliet Brookes Chapter 3 Closing the Evidence Gap? The challenges of the research design of the Closing the Gap: Test and Learn project, Ian Menter and Ian Thompson Chapter 4 Closing the Gap and professional learning - two targets for a national project, Philippa Cordingley, Paul Crisp and Bart Crisp Part 2: Teachers and Research Methods - Some Wider Issues Chapter 5 Room in the toolbox? The place of Randomised Controlled Trials in educational research, Steve Higgins Chapter 6 The potential of teacher-led randomised controlled trials in education research, Richard Churches, Robin Hall and Steve Higgins Chapter 7 Building research capacity and relationships in schools: the consequences of involvement in 'Closing the Gap', Ann Childs and Nigel Fancourt Chapter 8 Research ethics in 'Closing the Gap': equipoise in randomised controlled trials in education, Nigel Fancourt Part 3: New approaches to school-based educational research Chapter 9 Teacher-researchers’ expanding perceptions of research in a school-university collaborative research project, Els Laroes, Larike H. Bronkhorst, Sanne F. Akkerman, and Theo Wubbels Chapter 10 The future promise of RCTs in Education: some reflections on the Closing the Gap project, Paul Connolly Chapter 11 What’s not to like about RCTs in education?, Trevor Gale Afterword, Ann Childs and Ian Menter
Biography
Ann Childs is Associate Professor of Science Education at the Department of Education, University of Oxford, UK.
Ian Menter is Emeritus Professor of Teacher Education at the Department of Education, University of Oxford, UK.
"[a] really important book […] the growth of interest in teachers in England taking part in educational research is significant."
John Furlong, Emeritus Professor of Education, Oxford University
