Classroom-based Research and Evidence-based Practice: A by Keith Taber

By Keith Taber

`This is a really powerful book. It is full of attention-grabbing and legitimate arguments and exhibits an excellent realizing either one of study rooms and of academic examine' - Michael Reiss, Institute of schooling, college of LondonInvaluable for an individual project instructor schooling classes and different graduate classes regarding a component of academic learn, this article equips the reader with the required wisdom and abilities to be convinced in appreciating the character, boundaries and chances of small-scale lecture room learn, and severely studying the learn of others. It contains case examples and pedagogical gains all through to permit the reader to completely have interaction with the problems surrounding educating and studying.

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Extra resources for Classroom-based Research and Evidence-based Practice: A Guide for Teachers

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McNiff, 1992: 12) Gilbert and Watts (1983: 64) refer to this paradigm, as a tradition ‘in which explanation is the goal’, and associate it with such descriptors as ‘scientific’, ‘experimental’, and ‘traditional’. ERP1 research is ‘nomothetic’ – that is concerned with finding general laws – and it is commonly associated with quantitative research methodology. Biddle and Anderson characterise research that ‘presumes to establish objective information about social behaviour that can be generalized’ (Biddle and Anderson, 1986: 231) as a confirmatory perspective, where: Two methods have dominated … the cross-sectional survey in which data are gathered, on one occasion, often from a sample of persons taken to represent some universe of human beings in whom we are interested [or an alternative approach of] manipulative experiments … in which the investigator controls irrelevant sources of variation, manipulates an independent variable, and then observes effects in a dependent variable.

Are not contradicted by Kinchin’s work, as the informants in the Ravitz study were teachers and not the students themselves. qxd 4/17/2007 11:56 AM Page 29 What is this Thing Called Educational Research? in the United States may have different views to the English students in Kinchin’s sample. In a paper published in the journal Teachers and Teaching: Theory and Practice,Wong (2005) reports a study comparing the beliefs of music teachers in two different cultures (Vancouver, Canada and Hong Kong, China).

Most libraries have access to these tools, and staff to help you use them. We might be tempted to assume a study with a large sample size offering ‘statistically significant’ results should always be taken more seriously than an in-depth account of a case-study of a single teacher working with one class. However, before we make such judgements, it is important to understand what researchers are doing in different types of studies, and – just as important – why some researchers deliberately choose to avoid large samples and the apparently definitive results that statistical studies seem to offer.

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