This is your essential guide to carrying out research in schools. It walks you through each step offering smart practical guidance supported by real world examples of students’ work to help you understand academic research vocabulary, avoid common pitfalls and produce a successful educational research project. It also discusses careful ground rules for the ethical use of AI tools in your research project.
- Learn how to frame an appropriate research question.
- Understand the careful ethical considerations involved in research in educational settings.
- Explore the pros and cons of different methods for collecting data.
- Find out how to analyse your data and write up your findings.
- Understand how researchers disseminate their work effectively to wider audiences.
This is vital reading for anyone training to teach in schools or studying on an education degree with a research project component.
This book walks you through each step of the research project process, explaining research vocabulary and concepts and highlighting common pitfalls to help you produce a successful educational research project.
Chapter 1 Introduction
Chapter 2 The nature of knowledge: what is it to know or learn something?
Chapter 3 Types of research in schools
Chapter 4 Ethics
Chapter 5 Choosing the focus and title of your research
Chapter 6 Research with children
Chapter 7 Research with adults
Chapter 8 Equality, Diversity and Inclusion. A chapter of related case
studies
Chapter 9 The Literature Review
Chapter 10 Data Analysis
Chapter 11 Last steps: the conclusion, the introduction, the abstract, and
the proofreading
Chapter 12 Dissemination
Dr Mark Betteney is Associate Professor in Education, Language and Learning at University of Greenwich. He trained to be a teacher in 1988-9 and taught in primary schools in northwest Kent and southeast London until 2005. In that time, he led the teaching of music and literacy in three schools and became intrigued to know whether teaching children to read music in the early stages of language acquisition would benefit their ability to learn to decode text. The pursuit of this question resulted in his doctorate, and in his ongoing interest in education research. He became a senior lecturer (teacher training) at London Metropolitan University in 2005, then principal lecturer at University of Greenwich in 2010, and Associate Professor in 2022. Dr Robert Morgan is Associate Professor in Primary Education at University of Greenwich. He trained to be a primary teacher in 1993-94 and taught in primary schools in Torfaen and southeast London until 2007. He currently teaches on undergraduate and postgraduate teacher training programmes, educational programmes, as well as MA and doctoral pathways. His doctoral thesis explored the deployment of teaching assistants by trainee teachers. Robert is a member of National Association of Primary Education (NAPE) and is the associations journal editor.
Lisainfo e-raamatute kohta