A Teacher's Guide to Classroom Research

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Open University Press, 2002 - Education - 211 pages
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"Hopkins mounts a strong case for teachers as researchers and provides a careful and well structured guide to practice." - Australian Association for Research in Education

"Hopkins' book is one that should be on the shelves of teacher educators with an involvement in both pre- and in-service work. The purpose of the book is to provide practical guidance to teachers on how to reflect critically on the professional work and context as part of their day-to-day work and the ongoing process of development in their professional competence. The author succeeds admirably in this task... It can be fully recommended both for teachers and students." - Education Research and Perspectives

This is a bestselling practical guide for teachers who wish to undertake research in their classrooms and schools with a view to improving their practice. Classroom research, as described in this book, will enable teachers to enhance their own or their colleagues' teaching, to test the assumptions of educational theory in practice and to implement and evaluate whole school developments. This comprehensively revised and updated third edition emphasises the contribution teacher research can make to creating a discourse around teaching and learning, whole school development and creating learning communities within schools. A number of new cameos and examples have been added with an increased focus on models of teaching and learning. The book also contains case studies, discussions and a description of methods for collecting and analyzing data. The ways in which classroom research can be reported, published and linked to the curriculum, teaching and staff development are also described.

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Contents

Why classroom research by teachers?
31
Developing a focus
55
Principles of classroom observation
69
Methods of observation in classroom research
82
Data gathering
102
Analysing and reporting classroom research data
129
Teaching and learning as the heartland
145
Development planning classroom research and school
167
Teacher research and the creation of professional learning
185
Copyright

Other editions - View all

About the author (2002)

David Hopkins is Director of the Standards and Effectiveness Unit at the Department for Education and Skills, and a key adviser to the Secretary of State on Standards Issues.

Bibliographic information