Action research is a popular part of many teacher training courses, but understanding how to do it well isn’t always straightforward. Action Research for New Teachers breaks the process down into small steps giving you concise, jargon-free guidance on all the issues and key considerations that you will need to tackle. It focuses on being evidence-based, encouraging you to produce evidence-rich research projects that are methodologically sound and stand up to scrutiny. This book takes you through the initial stages of planning and research design, engages with the complexities of data collection, and gives you advice on analyzing your data and writing up your research project.
|Edition description:||First Edition|
|Product dimensions:||6.69(w) x 9.53(h) x (d)|
About the Author
Much to the surprise of anyone who meets him now, when he was a young man, Colin Forster spent two years working as an outdoor activities instructor and it was during this time that he developed an interest in education. He began his primary teaching career in south west London before moving to Gloucestershire, where he continued to gain school leadership experience. He is currently a senior lecturer in primary education at the University of Gloucestershire, where he has gained considerable experience of primary teacher education course leadership and in supporting students, at both undergraduate and postgraduate level, with research projects focused on improving practice. His areas of interest include primary science, behaviour management and action research and he has undertaken research into children’s experience of homework in the primary years.
Rachel Eperjesi knew she wanted to be a teacher from the age of 5. However, some rather poor careers advice led her to embark on a medical degree, which quickly resulted in her declaring it 'too messy' and she decided to follow her heart into teaching instead. After completing a BEd Hons, Rachel taught in Foundation Stage and Key Stage 1 (also quite messy) in Gloucestershire, as well as undertaking English consultancy for the local authority. She now works at the University of Gloucestershire, lecturing in primary English and professional studies, as well as currently leading the School Direct PGCE Primary course. Rachel has supported many students, both undergraduate and postgraduate, with research projects focusing on improving their educational practice.
Table of Contents
Chapter 1: IntroductionPart One: Planning and preparing for your action research projectChapter 2: Identifying a focus for your action research projectChapter 3: Defining clear enquiry objectivesChapter 4: Engaging with the literatureChapter 5: Considering ethical issuesChapter 6: Planning to gather dataPart Two: Undertaking your action research projectChapter 7: Ethics in actionChapter 8: ‘Capturing’ your evidenceChapter 9: Evaluating as you goPart Three: Writing your action research project reportChapter 10: Writing the introduction to your action research reportChapter 11: Writing the literature reviewChapter 12: Writing the enquiry design or research planChapter 13: Writing the implementation and analysis sectionChapter 14: Writing the conclusion to your action research reportChapter 15: Conclusion