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A Teacher's Guide to Classroom Research
How do we conduct classroom research?
Why is classroom research valuable to teachers and schools?
How does classroom research contribute to teaching, learning and school transformation?
The fourth edition of this bestselling book is a practical guide for teachers that wish to conduct research in their classrooms and for schools that wish to improve 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.
Comprehensively revised and updated, changes to the new edition include:
A major re-working of the last four chapters
Comprehensive description of how to conduct classroom research
Two new chapters on analyzing and reporting research
Updated case study examples and cameos
The contribution of teacher research in enhancing personalized learning and school transformation
The book also explores models of teaching and learning; methods for collecting, analyzing and reporting data; and the ways in which classroom research can be published and linked to the curriculum, teaching and staff development.
Why is classroom research valuable to teachers and schools?
How does classroom research contribute to teaching, learning and school transformation?
The fourth edition of this bestselling book is a practical guide for teachers that wish to conduct research in their classrooms and for schools that wish to improve 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.
Comprehensively revised and updated, changes to the new edition include:
A major re-working of the last four chapters
Comprehensive description of how to conduct classroom research
Two new chapters on analyzing and reporting research
Updated case study examples and cameos
The contribution of teacher research in enhancing personalized learning and school transformation
The book also explores models of teaching and learning; methods for collecting, analyzing and reporting data; and the ways in which classroom research can be published and linked to the curriculum, teaching and staff development.
- GenresNonfiction
222 pages, Paperback
First published June 1, 1985
3 people are currently reading
42 people want to read
About the author
David Hopkins
49 booksLibrarian Note: There is more than one author by this name in the Goodreads database.
David is Professor Emeritus at the Institute of Education, University of London, where he also held the inaugural HSBC iNet Chair in International Leadership. He is currently Education Director for multi-academy trust, Bright Tribe. David is also a Trustee of Outward Bound; Executive Director of the charity ‘Adventure Learning Schools’; holds visiting professorships at six national and international universities; and consults internationally on school reform. He has served three Secretaries of State as Chief Adviser on School Standards and Director of the Standards and Effectiveness Unit. He was also Professor and Dean of the Faculty of Education at the University of Nottingham and was a member of the team that secured the location of the National College for School Leadership there and was later appointed to the College’s Governing Council and chaired its first ‘Think Tank’.
David is an International Mountain Guide and was previously an Outward Bound instructor, school teacher, university lecturer and tutor. He is committed to improving the quality of education for all. His professional interests are in the areas of learning and adventure, teacher and school development, leadership, educational change and policy implementation.
David believes strongly in both personalised learning and ‘whole school’ designs for school improvement. He is committed to helping students achieve the best they possibly can be, being involved at the heart of changes to UK education practice and policy.
David has long experience of leading school improvement programmes and interventions and is recognised as an international expert in the field. Not only has he been researching, developing and writing about the field since the late 1970’s but since that time he has also been leading school improvement projects that have had demonstrable impact on student achievement. Most recently, he has led the transformation of primary and secondary schools in Northern Melbourne as well as elsewhere in Victoria, Australia.
Source: http://davidhopkins.co.uk/
David is Professor Emeritus at the Institute of Education, University of London, where he also held the inaugural HSBC iNet Chair in International Leadership. He is currently Education Director for multi-academy trust, Bright Tribe. David is also a Trustee of Outward Bound; Executive Director of the charity ‘Adventure Learning Schools’; holds visiting professorships at six national and international universities; and consults internationally on school reform. He has served three Secretaries of State as Chief Adviser on School Standards and Director of the Standards and Effectiveness Unit. He was also Professor and Dean of the Faculty of Education at the University of Nottingham and was a member of the team that secured the location of the National College for School Leadership there and was later appointed to the College’s Governing Council and chaired its first ‘Think Tank’.
David is an International Mountain Guide and was previously an Outward Bound instructor, school teacher, university lecturer and tutor. He is committed to improving the quality of education for all. His professional interests are in the areas of learning and adventure, teacher and school development, leadership, educational change and policy implementation.
David believes strongly in both personalised learning and ‘whole school’ designs for school improvement. He is committed to helping students achieve the best they possibly can be, being involved at the heart of changes to UK education practice and policy.
David has long experience of leading school improvement programmes and interventions and is recognised as an international expert in the field. Not only has he been researching, developing and writing about the field since the late 1970’s but since that time he has also been leading school improvement projects that have had demonstrable impact on student achievement. Most recently, he has led the transformation of primary and secondary schools in Northern Melbourne as well as elsewhere in Victoria, Australia.
Source: http://davidhopkins.co.uk/
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Displaying 1 - 3 of 3 reviews
March 23, 2017
Good analysis of data collection methods - 2.5*
I hated the boasting in this book. Here's a case study, which shows you where I've done this. Over and over again! I can't rate it higher because it was annoying and didn't always expand on the points given.
However, the analysis of the different data collection methods were presented in a helpful manner and was extremely useful.
I hated the boasting in this book. Here's a case study, which shows you where I've done this. Over and over again! I can't rate it higher because it was annoying and didn't always expand on the points given.
However, the analysis of the different data collection methods were presented in a helpful manner and was extremely useful.
February 22, 2020
It was good in terms of the basics of doing such research, but I felt like he spent too much of the book on needing to justify action research.
September 7, 2009
an eye-opener; enjoyed reading it and learning about classroom research.
Displaying 1 - 3 of 3 reviews