Social work research often focuses on qualitative designs and many students believe that the quantitative research pathway is either too complicated or is beyond their grasp. This book outlines how social work students can undertake a research project from either a qualitative, quantitative or mixed methodological approach. The authors introduce key concepts in an accessible and structured manner and go on to demonstrate each of the approaches from inception of research idea, to realisation of methodological approach, to research process, to data analysis and conclusion. More than just another research text, this book remains grounded in social work practice and has clear links to the Professional Capabilities Framework for Social Work.
Social work research often focuses on qualitative designs and many students believe that the quantitative research pathway is either too complicated or is beyond their grasp. This book outlines how social work students can undertake a research project from either a qualitative, quantitative or mixed methodological approach. The authors introduce key concepts in an accessible and structured manner and go on to demonstrate each of the approaches from inception of research idea, to realisation of methodological approach, to research process, to data analysis and conclusion. More than just another research text, this book remains grounded in social work practice and has clear links to the Professional Capabilities Framework for Social Work.
This is an up to date guide to teaching and learning in higher education, addressing issues raised by the Professional Standards Framework. It encourages the development of thoughtful, reflective teaching practitioners in higher education, and is useful for the review of existing courses. The authors and editors acknowledge the distinctive nature of teaching in higher education, explore a variety of creative and innovatory approaches, and promote reflective, inquiry-based and evaluatory approaches to teaching. The book supports the professional development of staff involved in teaching, supporting and assessing students.
Action Research in Education traces the evolution of classroom research as it connects to curriculum, pedagogy and professional practice in schools. It includes an original introduction by the editors that makes the argument for the selection of each piece and shows where each sits in the field. Volume One: Historical Perspectives in Action Research in Schools: From Curriculum Development to Enhancing Teacher Professional Learning traces the focus for classroom research from curriculum development in the 1970s and 1980s to professional development and learning and teaching in the 1990s and to the present day. This volume also presents some key papers from classroom research that focus on pupil learning, teachers' teaching, teachers' learning, and development and pupil voice. Volume Two: Distinctive Methodologies Employed in Action Research in Schools takes up major methodological issues by drawing on critiques of action inquiry while also seeking to further illuminate matters in relation to the construction of professional knowledge and professional agency. Volume Three: Key Examples of Action Research in Schools within International Settings draws on major research projects focusing on classrooms from the 1970s to the present day.
The time is ripe for this book. Over recent years there has been a vast increase in the number of people who support children's learning in classrooms and other educational settings, both as employees and as volunteers. Using stories of successful practice and ideas for improving collaborative work, Working with Support in the Classroom explores and maps the development of the roles in relation to children's learning that can be played by people other than qualified teachers. The work of teaching assistants, learning mentors, classroom assistants for children with special educational needs, student teachers, nursery nurses and parent and community helpers are all illustrated in the chapters of the book, which focuses on the whole range of educational settings from the early years through primary to secondary classrooms. Between them the editors and contributing authors have a wide range of experience of working in schools and early years settings with teachers and support workers, including experience in special educational needs and in work with multilingual children for whom English is a second language.
The time is ripe for this book. Over recent years there has been a vast increase in the number of people who support children's learning in classrooms and other educational settings, both as employees and as volunteers. Using stories of successful practice and ideas for improving collaborative work, Working with Support in the Classroom explores and maps the development of the roles in relation to children's learning that can be played by people other than qualified teachers. The work of teaching assistants, learning mentors, classroom assistants for children with special educational needs, student teachers, nursery nurses and parent and community helpers are all illustrated in the chapters of the book, which focuses on the whole range of educational settings from the early years through primary to secondary classrooms. Between them the editors and contributing authors have a wide range of experience of working in schools and early years settings with teachers and support workers, including experience in special educational needs and in work with multilingual children for whom English is a second language.
Drawing directly on the work of teachers and other professional trainers concerned with programmes for continuing professional development, Research for Professional Development promotes action research for practitioners so as to develop qualities of critical appraisal and analysis of practice, appropriate to professional contexts. Campbell, Philips and Gilroy suggest activities and give support for teaching, and evaluation of teaching, by using actual examples of teacher research into professional issues. They also aim to encourage teachers' narrative writing and autobiographical approaches to researching their professional lives. There is a specific focus on processes of professional development, which connects with current needs, demands, and challenges of the 21st century's 'modernized' profession. Research for Professional Development will support those involved in appraisal activity, performance management and threshold application.
Drawing directly on the work of teachers and other professional trainers concerned with programmes for continuing professional development, Research for Professional Development promotes action research for practitioners so as to develop qualities of critical appraisal and analysis of practice, appropriate to professional contexts. Campbell, Philips and Gilroy suggest activities and give support for teaching, and evaluation of teaching, by using actual examples of teacher research into professional issues. They also aim to encourage teachers' narrative writing and autobiographical approaches to researching their professional lives. There is a specific focus on processes of professional development, which connects with current needs, demands, and challenges of the 21st century's 'modernized' profession. Research for Professional Development will support those involved in appraisal activity, performance management and threshold application.
