Full Description
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.
Contents
Contents
PART ONE: WHY?
Chapter One: Can Research Improve Schools?
Chapter Two: Research Informs Decision-Making
Chapter Three: Research Extends 'Teaching Mindsets'
Chapter Four: Research Develops Schools as Intelligent Communities
PART TWO: WHAT?
Chapter Five: The Many Forms of Research
Chapter Six: Obtaining Trustworthy Research
with Susan Graves
PART THREE: HOW?
Chapter Seven: Building a Research-Informed Culture
with Susan Graves
Chapter Eight: Teacher Research
Chapter Nine: Research Discussion Groups
Chapter Ten: Lesson Study
David Allan, David Boorman, Ella O'Doherty and Paul Smalley
Chapter Eleven: Using School-Generated Data
Elisha Omoso
Chapter Twelve: Working with Universities
Chapter Thirteen: Overcoming Obstacles to Research Utilisation
Appendix
