| Description |
1 online resource (243 pages) |
| Contents |
<P>Contents</P><P></P><P> </P><P>PART ONE: WHY</P><P>Chapter One: Can Research Improve Schools</P><P>Chapter Two: Research Informs Decision-Making</P><P>Chapter Three: Research Extends 'Teaching Mindsets'</P><P>Chapter Four: Research Develops Schools as Intelligent Communities</P><P></P><P> </P><P>PART TWO: WHAT</P><P>Chapter Five: The Many Forms of Research</P><P>Chapter Six: Obtaining Trustworthy Research</P><P><I>with Susan Graves</P></I><P></P><P> </P><P>PART THREE: HOW</P><P>Chapter Seven: Building a Research-Informed Culture</P><P><I>with Susan Graves</P></I><P>Chapter Eight: Teacher Research</P><P>Chapter Nine: Research Discussion Groups</P><P>Chapter Ten: Lesson Study</P><P><I>David Allan, David Boorman, Ella O'Doherty and Paul Smalley</P></I><P>Chapter Eleven: Using School-Generated Data</P><I><P>Elisha Omoso</P></I><P>Chapter Twelve: Working with Universities</P><P>Chapter Thirteen: Overcoming Obstacles to Research Utilisation</P><P></P><P>Appendix</P><P></P><P> </P> |
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Cover; Half Title; Title Page; Copyright Page; Table of Contents; List of illustrations; Acknowledgements; PART I: Why?; 1. Can research improve schools?; Arguments and counter-arguments; Research is better than its alternatives; The basis for this book; The structure of this book; References; 2. Research informs decision making; Research informs decision making; The logic of decision making; How research informs decision making; An example; A counter-example; Using research to inform decisions; Summary; Recommendations for school leaders; References; 3. Research extends 'teaching mindsets' |
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How teachers think whilst teaching'Fast' thinking; The structure of teachers' mindsets; How research extends teaching mindsets; An example; A counter-example; Summary; Recommendations to classroom teachers; References; 4. Research develops schools as intelligent communities; The logic of intelligent communities; How schools develop as intelligent communities; The role of research; An example; A counter-example; Developing the school as an intelligent community; Engagement in initial teacher education and continuing professional development; Curriculum development; Large scale initiatives |
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Networking and events with other schoolsIntegrating the three reasons for using research; Summary; Recommendations for school leaders; References; PART II: What?; 5. The many forms of research; School-generated data; Evaluations; Teacher Research; Academic research; How academic research is done; Understanding academic research; Combining different types of research; Useful academic research; Summary; Recommendations for school leaders; References; 6. Obtaining trustworthy research; Sources of information; Virtually connected; Negotiating the pitfalls |
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Selecting research, exercising discernmentDivision of labour; Summary; Recommendations for school leaders; References; PART III: How?; 7. Building a research-informed culture; Distributed leadership; Support for individuals; Support for groups; Involving the whole staff; Partnerships with external bodies; Towards a research-informed culture; Summary; Recommendations for school leaders; References; 8. Teacher Research; Identifying a focus; Reconnaissance; Formulating a research question; Plan, do and collect data; Teacher Research: detailed examples; Some problems and solutions |
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Differences between the literature about action research and its practiceSummary; Recommendations for school leaders; References; 9. Research discussion groups; Why groups?; Thinking together; An example; The role of research; Three voices; Challenging existing thinking and practice; Developing concepts; Suggesting possibilities for action; Research influenced how the teachers thought; Willing to experiment; Being more critical; Understanding evidence better; Developing ethical awareness; The role of disagreement; Establishing a group; Personnel; Structuring group discussions; Summary |
| Summary |
Becoming a Research-Informed School examines the reasons why teachers and leaders use research to improve their schools, and explores how teachers select, understand and use research to enhance learning experiences in fast-moving classroom environments. It analyses what teachers and school leaders actually do, to use research in their schools, and how they build a research-informed culture. Based firmly in data from real schools and considering the experiences of over 150 education professionals, it shows how research and evidence can be used to: Improve decision-making processes Develop schools as intellectual communities Address priorities for improvement Implement research-informed teaching Respond to policy imperative for informed practice Guide future research It considers key topics including Teacher Research, Lesson Study, the use of data to effect improvements, navigating social media and blogs, and how to overcome common obstacles to research use in schools. Becoming a Research-Informed School is full of rich, detailed examples of research and research utilisation. It is an indispensable resource for teachers and leaders who wish to take an informed approach to creating a professional learning community |
| Notes |
Recommendations for school leaders |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Education -- Research.
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Research.
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Research
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research (function)
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EDUCATION -- Elementary.
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EDUCATION -- Secondary.
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evidence-informed schools.
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evidence-informed teaching.
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knowledge mobilisation.
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researching in schools.
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research into practice.
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research utilisation.
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Education -- Research
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Research
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| Form |
Electronic book
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| ISBN |
9781351389891 |
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1351389890 |
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9781351389884 |
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1351389882 |
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9781351389877 |
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1351389874 |
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9781315143033 |
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1315143038 |
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