Introducing Practitioner Enquiry
Understanding Practitioner Enquiry
Ways of Being a Practitioner Enquirer: Beliefs, Ethics and
Practice
How to Do a Practitioner Enquiry: Finding and Refining a
Question
How to Do a Practitioner Enquiry: Deciding on an Approach and
Complementary Methods
Taking Account of Learner Perspectives in Your Enquiry
Exploring Your Own and Your Colleagues′ Professional Knowledge
Engaging with the Views of Families and the Wider Community
Making Sense of It, Making Connections and Bringing It Together
Sharing Your Findings, Finding New Questions
Index
I am Professor of Pedagogy, Policy and Innovation in the School of
Education and my teaching and research focuses on the role of
inquiry in teachers’ professional learning. I am interested
in the role of universities, and teacher educators in particular,
in the creation and translation of knowledge about teaching and
learning. This interest is linked to the wider issue of the
relationship between theory and practice in professional
development. Expertise: qualitative and quantitative measures,
research design, narrative interviewing, questionnaire design,
analytic frameworks, research management.
Research interests: early literacy and language development,
parental involvement, adult literacy and family literacy, teacher
development and identity, learning and meta-cognition. Kate
Wall is Professor of Education at the University of Strathclyde. A
primary teacher by background, her work is characterised by
enquiry-based partnership with children and practitioners of all
ages and stages.
Action Research in Education is written with the mastery of those
who have a deep appreciation of the lived reality of the teacher as
professional, as researcher and as practitioner - Baumfield, Hall
and Wall know their subject and their people. Its engaging clarity
and lucidity brings to life the real practice of action research at
all levels in education. In getting to the very essence of action
research, written with the innate respect for the academic and
non-academic researcher alike Baumfield, Hall and Wall have
produced a timeless classic′
- Helen O′Sullivan, Lecturer in Educational Leadership and
Management, Trinity College Dublin
′A well illustrated compendium of ′when′, ′why′ and ′how′ to use
action research. A must-have for new researchers engaged in
practitioner or action research, with ample examples of real case
studies to promote both intraprofessional and interprofessional
dialogue, in community and professional contexts′
-Christine O′Hanlon, Honorary Reader in the School of Education and
Lifelong Learning, University of East Anglia
Praise for the first edition: ′Is action research easy? No! Is it
achievable? Based on the strength of this text, the answer is an
unqualified ′yes′. The book is an accessible, thorough and
comprehensive guide to both the processes and heavyweight issues
involved in action research′
Learning & Teaching Update
`Both the style and the content of this book would seem to make it
an excellent core text for PGCE or undergraduate level courses in
teacher or student teacher research...It offers an easy-to-follow
research approach that allows true reflection on practice′
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