Using Educational Research to Inform Practice A Practical Guide to Using Practitioner Research in Universities and Colleges 1st Edition by Lorraine Foreman Peck And Christopher Winch – Ebook PDF Instant Download/Delivery: 0415450098, 9780415450096
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ISBN 10: 0415450098
ISBN 13: 9780415450096
Author: Lorraine Foreman Peck And Christopher Winch

This book gives practical guidance on how educational research can inform professional practice. Written in a clear and accessible style, it details the way in which evidence based knowledge can be used to develop teaching and learning, bringing together a range of resources for all levels of reader but specifically designed to aid the progressive practitioner researcher. The authors draw on their experience of empirical work in education to provide thoroughly up-to-date reference material, including illustrative case studies, practical guidelines and exercises, and definitions of educational and research terms. The case studies and critical literature surveys have been chosen to demonstrate the use (and mis-use) of research evidence in thinking about a range of important topics in further and higher education, such as, learning styles, deep and surface learning, dyslexia in higher education, the assessment of group work, teaching critical thinking, problem based learning, and dissertation marking. Drawing on their philosophical backgrounds, the authors also address the much conceptual confusions which have led to scepticism regarding the wisdom or even the possibility of using research evidence to inform teaching. Other guidance includes: relating practitioner knowledge to educational research ethical and practical issues on research within the institution evaluating the strengths and limitations of research evidence researching ideas through the examination of case studies practitioner research and contributions to the knowledge base Using Educational Research to Inform Practice provides the necessary understanding for conducting research, thinking about its value and applying research evidence to practice in universities and colleges and therefore will be essential reading for those resource managers who are responsible for providing courses and support in higher education institutions. In addition, this book is particularly aimed at further and higher lecturers undertaking professional development courses and experienced and senior staff who wish to use research to improve management practices.

Using Educational Research to Inform Practice A Practical Guide to Using Practitioner Research in Universities and Colleges 1st Table of contents:

Chapter 1 What’s the use of practitioner research?
Introduction
Standards – the descriptors
Standard One
Standard Two
Standard Three
The six areas of activity
Areas of activity
Core knowledge
Professional values
What the book aims to do
Our approach
A word about words
Research, scholarship and the scholarship of teaching and learning
Research and scholarship
Educational research
Educational problems
What is practitioner research?
Reflective practice and competency based models of professional development
How to read the book and chapter outlines
Further reading
References
Chapter 2 Professional knowledge
Practitioner research
Against scepticism about educational research
What is professional knowledge?
Our view of professional knowledge
Research and professional knowledge in teaching
Subject knowledge
Applied subject knowledge
Pedagogic knowledge
Practical knowledge of how to teach
Critique of theory
Normative theory of education
Knowledge of methodology
Interpretation of theory in practical situations
Application of theory and reflexive contribution
Exercises
References
Chapter 3 What is educational research anyway?
Introduction: educational and education research
Purposes: educational research
Purposes: education research
Knowledge
Relationships
Summary
Challenges to the distinction between education and educational research
Some common models of educational research
Evaluative case study
Descriptive case study
Action research case study
Types of research: fixed and flexible designs
Quality issues
Quality criteria
Exercises
References
Chapter 4 ‘Good practice’ and evidence-based teaching
What does the claim that evidence supports practice mean?
What is a profession? Is lecturing one?
Schön’s ideas: unclarity on reflection in and on action
The ethical conception of professionalism
Critique of ethical professionalism
Towards a conception of professionalism in teaching and lecturing
Distinctive characteristics of a professional lecturer
Exercises
References
Chapter 5 Handle with care
The requirements of research in education
How to read educational research
What is known about the use of research from empirical studies on higher education teaching?
Learning styles
Deep and surface learning
Surface
Deep
Dyslexia in higher education
Expertise
Exercises
References
Chapter 6 Practitioner research in action
Introduction
Perspectives on how research gets into policy and practice
Generalisability
Policy making
Teaching with research in mind
Evaluating research through teaching
Researching whilst teaching: being systematic
Researching whilst teaching: using assessment as a method for collecting data
Setting up a practitioner research project
The research focus and question(s)
The approach
Ethics
Timetabling
An example: enhancing the quality of assessment – the case of dissertations in sociology
Reporting practitioner research: good practice
Exercise
References
Chapter 7 Models of practitioner research
Introduction
Educational action research case study: general features
Action
Problem focused – ‘how to’ questions
Who defines the problem?
Working with others: collaboration and cooperation
Insiders and outsiders: some ethical matters
Critical friends
The action research spiral of steps
Versions of action research
Action research as practical philosophy
Technical action research
Action research as critical social science
Action learning
Descriptive educational case study
Grounded theory case study
Evaluation research explained: two basic ones; how they differ from Schön’s reflective practice model
Summative and responsive or formative evaluation
Schön and reflective practice
Exercises
References
Chapter 8 Standards in practitioner research
Introduction
Validity and fixed designs
Causality (or internal validity)
Generalisability
Experiments
Quasi-experiments
Multimethod approach
Validity and flexible designs
Validity in action research
And validity in auto/biographical research
A hypothetical example
Problem specification or reconnaissance
The intervention
Evaluating success or otherwise
Conclusion
Exercises
References
Chapter 9 Researching responsibly
Introduction
Risk
Innovation and research design
Some ethical pitfalls in research design and execution
Thinking systematically about practitioner research ethics
The planning stage
Arguments for and against Philipot’s decision
Possible solutions
The right to withdraw
The ethics of collaboration
Confidentiality and anonymity
The implementation and data collection stage
The writing up and reporting stage

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Using Educational Research to Inform Practice A Practical Guide to Using Practitioner Research in Universities and Colleges 1st Edition by Lorraine Foreman Peck And Christopher Winch ISBN 0415450098 9780415450096

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Using Educational Research to Inform Practice A Practical Guide to Using Practitioner Research in Universities and Colleges 1st Edition by Lorraine Foreman Peck And Christopher Winch ISBN 0415450098 9780415450096

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Using Educational Research to Inform Practice A Practical Guide to Using Practitioner Research in Universities and Colleges 1st Table of contents:

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