Educational Research in an Age of Accountability

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Pearson Allyn and Bacon, 2007 - Education - 404 pages
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The book is designed to enable students to become intelligent consumers of educational research in order to help create effective and acoountable learning environments. Written in a very clear and user-friendly style, this text focuses on understanding the intent of the researcher, the procedures, and the results so that students can use appropriate research findings to inform school change. The author emphasizes how responses to the accountabilit y movement in schools can be focused around using and understanding scientific inquiry.  The book balances quantititive and qualitative research methodology and discusses action research and mixed methods in detail. Students are shown how to analyze and evaluate the research, and judge the usefulness of the findings for educational practice.  In addition, students are shown how this knowledge can translate to their own classrooms.

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Contents

Chapter
1
INTRODUCTION
2
The Best Possible Answer to the Best
7
Copyright

58 other sections not shown

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About the author (2007)

Robert E. Slavin is director of the Center for Research and Reform in Education at Johns Hopkins University, director of the Institute for Effective Education at the University of York, and the cofounder and chairman of the Success for All Foundation. He has authored or coauthored more than 200 articles and 20 books, including Educational Psychology: Theory into Practice (Allyn & Bacon, 1986, 1988, 1991, 1994, 1997, 2000, 2003), Cooperative Learning: Theory, Research, and Practice (Allyn & Bacon, 1990, 1995), Show Me the Evidence: Proven and Promising Programs for America s Schools (Corwin, 1998), Effective Programs for Latino Students (Erlbaum, 2000), and One Million Children: Success for All (Corwin, 2001). He received the American Educational Research Association s Raymond B. Cattell Early Career Award for Programmatic Research in 1986, the Palmer O. Johnson award for the best article in an AERA journal in 1988, the Charles A. Dana award in 1994, the James Bryant Conant Award from the Education Commission of the States in 1998, the Outstanding Leadership in Education Award from the Horace Mann League in 1999, and the Distinguished Services Award from the Council of Chief State School Officers in 2000. He received his BA in psychology from Reed College in 1972 and his PhD in social relations in 1975 from Johns Hopkins University.

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