000 08084cam a2200421 i 4500
001 18792067
003 OSt
005 20241206123824.0
008 150922s2016 vraa b 001 0 eng
010 _a 2014482884
020 _a9780170352826
040 _beng
_erda
_cFoundation University
042 _apcc
050 0 0 _aLB 1028
_b.2024 K425
100 1 _aKervin, Lisa,
_eauthor.
_99597
245 1 0 _aResearch for educators /
_cLisa Kervin, Steven Howard, Rachel Jones, Anthony McKnight.
250 _a23rd edition.
264 1 _aSouthbank, Victoria :
_bCengage Learning Australia,
_cc2024.
300 _axvi, 205 pages :
_billustrations ;
_c26 cm
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
500 _aOverview Research plays a powerful role in shaping effective teaching and learning experiences. By demystifying the research process, Research for Educators assists readers to develop and use research skills in a range of educational contexts. This introductory text steps the reader through the research process from identifying an initial question for research through to communicating the findings. It encourages educators to become discerning consumers of research, as well as active participants, in order to make informed decisions about classroom practices. Using examples from their own work in a range of educational fields, the authors explore the practices required to conduct quality research that is valid, reliable, ethical, useful and socially responsible. Throughout, they emphasise the link between reflective practice and being a researcher in the classroom. Resources for instructors include NEW Instructor’s Guide and PowerPoints.
501 _aFeatures SHOW LESS Qualitative and quantitative methods and connection to educator practice continue to feature prominently in this edition Cengage's core learning design principles ensure a pedagogical approach that is authentic, inclusive, intentional and personalised. This includes 'Focus questions' at the beginning of each chapter to orientate readers to key content. Activities in each chapter encourage students to apply their learning of the main concepts. Local examples throughout illustrate the research practices and processes. 'Review and reflect' questions at the end of chapters encourage students to critically consider their own research and assist with revision To help readers learn new terminology, key terms are highlighted and their definitions are located in the margins for easy reference Instructor Website. Your #1 resource for your course. This tailored collection of teaching tools includes downloadable PowerPoint lecture slides, instructor's guide, and artwork. New to this edition is the instructor’s guide. The instructor's guide is packed with content that helps you set up and administer your class: a guide to the chapter, worked examples and more. Log in or request an account to access instructor resources at au.cengage.com/instructor/account for Australia or nz.cengage.com/instructor/account for New Zealand
504 _aIncludes bibliographical references and index.
505 _aTable of Contents: 1. Research and inquiry for educational professionals 2. Mapping the research process 3. Approaches to educational research 4. First steps in the research and inquiry process 5. Planning your research 6. Collecting data: techniques and principles 7. Preparing and organising data 8. Analysing data: principles and techniques 9. Communicating research 10. Educators and research: a final word
_rMeet the Authors: Meet the Authors SHOW LESS Lisa Kervin Lisa Kervin is Professor in Language and Literacy in the School of Education, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, where she is also Director of Early Start Research. Lisa is an experienced teacher and has held consultancy roles. In 2020 Lisa was a successful Chief Investigator in the 7-year ARC Centre of Excellence for the Digital Child. In this centre she co-leads the national 'Educated Child' program of research and at the UOW node leads the UOW Children’s Technology Play Space – a living laboratory for the Centre. Her current research interests are focused on young children and how they engage with literate practices, adult and child interactions when using technology, young children and writing, and digital play. She has researched her own teaching and has collaborative research partnerships with industry, educators and learners across a range of settings. Steven Howard Steven Howard is an Associate Professor in Educational Psychology in the School of Education, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong. He is a PhD graduate from York University (Canada) and a leading researcher in educational and cognitive-developmental psychology. He has been involved in ground-breaking studies that seek to identify effective, low- to no-cost and authentic opportunities for those who spend the majority of time with young children (i.e., educators, parents) to support their children’s ongoing development. His research investigates the development of domain-general cognitive processes Rachel Jones Rachel Jones is an Associate Professor in the Faculty of the Arts, Social Sciences and Humanities, University of Wollongong. Her research primarily focuses on the health and wellbeing of young children. She has extensive experience working in large research teams on complex research projects involving a variety of data collection methods, including mixed methods and data analysis procedures. Her research has been funded by National Health and Medical Research Council. In addition to her research, she specialises in teaching research methodology to diverse groups of postgraduate students and undergraduate students. Anthony McKnight Anthony McKnight is a Senior Lecturer in the Faculty of the Arts, Social Sciences and Humanities, University of Wollongong. Anthony’s research is about identifying how and why teachers, students and people connect to country to enhance educational practice. Anthony has expertise in Country inspired and informed methodologies and how these contribute to decolonising and reculturalising educational systems and practices. Anthony’s research has been acknowledged with the 2019 VC Award for Excellence in Community Engagement and the Betty Watts Indigenous Researcher Award (AARE) in 2015.
505 _aWhat's New SHOW LESS NEW author Anthony McKnight, has embedded a focus on Aboriginal methodologies and perspectives into each chapter to build and enhance knowledge systems. Across all chapters is the theme for research that is ethical, responsible and respectful Updated to include recent research examples and topics of interest in education research including mixed methods. The greater focus on mixed methods is based on aspects of Rachel Jones’ research experience NEW Scenarios encourage students to consider problem-based and problem-led approaches to research Enhanced layout and NEW full-colour visual design for improved student navigation of the key issues, theories and concepts covered in this valuable resource for pre-service and graduate teachers NEW Summary at the end of each chapter connects students back to the original focus questions of the chapter and reflect on their learning. NEW worked examples for instructors help support student connection of theory to practice
650 0 _aEducation
_xResearch
_xMethodology.
_99598
650 0 _aTeacher effectiveness.
_96909
700 1 _aJones, Rachel,
_eauthor.
_99675
700 1 _aHoward, Steven J.,
_eauthor.
_99600
700 1 _aMcKnight, Anthony,
_eauthor.
_99676
710 _aCengage Learning Australia.
_99674
856 _yResearch for Educators
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