Classroom-based Research and Evidence-based Practice
An Introduction
- Keith Taber - University of Cambridge, UK
The book illustrates the nature and logic of the research process, and supports readers in critically evaluating the strengths and limitations of published studies.
Drawing on a variety of relevant examples, the book demonstrates each stage of the research process - including formulating research questions, selecting data collection techniques and deciding on approaches to data analysis - and usefully integrates each stage.
The new edition includes:
- an expanded treatment of data analysis
- new, discrete chapters looking at ethical issues, and at how teachers can research their own classrooms through the use of case studies
- discussion of research carried out by trainee teachers.
Clear and comprehensive, the examples included in the book demonstrate the range of topics that are suitable for research in the classroom and identify key factors for consideration when undertaking classroom-based research.
This book is essential reading for students, researchers, teachers and trainee teachers interested in doing research in the classroom.
This text is an excellent introduction to the process of evidence based practice for beginning special education teachers.
the text is well laid out and in particular the strategies are clearly discussed. We may well give this a higher adoption status once we have some clarity on the focus of a course we are reviewing. We wish to include a stream that includes more pedagogy. And it would work well for that.
I particularly like the small-scale student studies that have provided examples to my students and they have become more confident in seeing themselves as ‘researchers’ as a result. Chapter 2 is useful (the examples are revisited later so students are already familiar with them and the issues they pose): the processes and evidence that contribute to outcomes of research are good to explore here. A sound theoretical guide linked to relevant practical examples.
I particularly like the small-scale student studies that have provided examples to my students and they have become more confident in seeing themselves as ‘researchers’ as a result. Chapter 2 is useful (the examples are revisited later so students are already familiar with them and the issues they pose): the processes and evidence that contribute to outcomes of research are good to explore here. A sound theoretical guide linked to relevant practical examples.
