A teacher's guide to classroom research

How do we conduct classroom research? Why is classroom research valuable to teachers and schools? How does classroom research contribute to teaching, learning and school transformation? The fourth edition of this bestselling book is a practical guide for teachers that wish to conduct research in their classrooms and for schools that wish to improve their practice. Classroom research, as described in this book, will enable teachers to enhance their own or their colleagues' teaching, to test the assumptions of educational theory in practice and to implement and evaluate whole school developments.

Comprehensively revised and updated, changes to the new edition include: A major re-working of the last four chapters Comprehensive description of how to conduct classroom research Two new chapters on analyzing and reporting research Updated case study examples and cameos The contribution of teacher research in enhancing personalized learning and school transformation The book also explores models of teaching and learning; methods for collecting, analyzing and reporting data; and the ways in which classroom research can be published and linked to the curriculum, teaching and staff development.

Author Notes

David Hopkins is the inaugural HSBC iNET Chair in International Leadership at the Institute of Education, University of London. Between 2002 and 2005, he served three Secretary of States as the Chief Adviser on School Standards at the then Department for Education and Skills. He is the author of Every School a Great School (Open University Press, 2007) and co-author of Models of Learning, Tools for Teaching, 3e (Open University Press, 2008) and is also an International Mountain Guide who still climbs regularly in the Alps and Himalayas.

Preface to the fourth edition	p. ix
Acknowledgements	p. xii
1 A teacher's guide to classroom research	p. 1
2 Classroom research in action	p. 6
3 Why classroom research by teachers?	p. 37
4 Action research and classroom research by teachers	p. 47
5 Developing a focus	p. 62
6 Principles of classroom observation	p. 75
7 Methods of observation in classroom research	p. 86
8 Data gathering	p. 104
9 Analysing classroom research data	p. 129
10 Reporting classroom research	p. 144
11 Teaching and learning as the heartland of classroom research	p. 156
12 Teacher research, the creation of professional learning communities and the transformation of schooling	p. 180
Appendix: Ethics for classroom research	p. 201
Bibliography	p. 205
Index	p. 215

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Author Notes

Table of Contents