This accessible guide provides practical support on becoming research engaged and research active within the school and beyond. It explores the meaning of research and clarifies multiple types of research which lead to different views on ‘what works’, all whilst showing how to engage with the latest educational findings and how to conduct classroom-based research as part of career-long professional development.
Divided into three parts, this book examines the various understandings of being ‘research-engaged’ and covers key issues such as:
- Finding and interpreting research
- How to apply and evaluate findings in reliable ways
- Planning and carrying out a classroom-based project
- Building a culture of research within a school
- Establishing local research networks
- Publishing work
Illustrated with inspiring examples of how to these implement ideas in schools, The Teachers’ Guide to Research is perfect for practicing schools teachers, student teachers and educational leaders who are looking to expand their research knowledge and rekindle their professional curiosity.
Table of Contents
Part 1: Research for the teacher
Chapter 1: Why teachers should engage with research
Chapter 2: Finding time for research
Chapter 3: Accessing and using research evidence
Chapter 4: Will this work for my learners?
Chapter 5: Using a research-based intervention in your classroom
Chapter 6: Evaluating your intervention
Part 2: The teacher as researcher
Chapter 7: The next step
Chapter 8: Conducting ethical research
Chapter 9: Controlling research variables
Chapter 10: Correlation studies
Chapter 11: Quantitative methods
Chapter 12: Qualitative methods
Chapter 13: Research into your subject area
Part 3: The networked teacher-researcher
Chapter 14: The 'research lead' role
Chapter 15: A school culture of research
Chapter 16: Local networks
Chapter 17: Disseminating your research
Jonathan Firth is a teacher, researcher and a Chartered Psychologist. He has written several school psychology textbooks as well as guides for teachers. He works in teacher education at the University of Strathclyde and teaches psychology at school level, as well as conducting research into the practical applications of memory and metacognition to teaching.
"I have read several books of this nature aimed at classroom practitioners, but this one has a contemporary feel and includes references to current debates. It successfully articulates the need for research-informed practitioners and is another tool in the armoury of a profession that desperately needs to able to stand up to politicians." - Peter Ford, Schools Week