The Role of School-based Research in Helping Teachers to Extend their Understanding of Children's Learning and Motivation

Journal of In-Service Education

Volumn 25, Issue 3, 1999, Pages 423-445

  Kershner, Ruth ^a  

^a HOMERTON COLLEGE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0042274814     PISSN: 13674587     EISSN: 17475082     Source Type: Journal    
DOI: 10.1080/13674589900200097     Document Type: Article

References (37)

1. Ainscow, M., 1998. “ Would it Work in Theory? Arguments for Practitioner Research and Theorising in the Special Needs Field ”. In Theorising Special Education, Edited by:Clark, C., Dyson, A., and Millward, A., London:Routledge.
2. Bassey, M., 1998. Fuzzy Generalisation and Professional Discourse. Research Intelligence, 63:20–24.
3. Butler, K., 1995. Learning Styles:personal exploration and practical applications, Hemel Hempstead:Focus on Learning/The Learner's Dimension.
4. Convery, A., 1998. A Teacher's Response to ‘Reflection-in-action’. Cambridge Journal of Education, 28:197–205.
5. Cook, T., 1998. The Importance of Mess in Action Research. Educational Action Research, 6:93–108.
6. Dadds, M., 1998. Supporting Practitioner Research:a challenge. Educational Action Research, 6:39–52.
7. Davie, R., and Galloway, D., eds. 1996. Listening to Children in Education, London:David Fulton.
8. DfEE. 1998a. The National Literacy Strategy:framework for teaching, London:Department for Education and Employment.
9. DfEE. 1998b. Teaching:high status, high standards:requirements for courses of initial teacher training, London:Department for Education and Employment. Circular Number 4/98
10. Edwards, A., and Brunton, D., 1993. “ Supporting Reflection in Teachers' Learning ”. In Conceptualizing Reflection in Teacher Development, Edited by:Calderhead, J., and Gates, P., London:Falmer Press.
11. Ericsson, K. A., and Smith, J., eds. 1991. Teaching English, Cambridge:Cambridge University Press.
12. Flutter, J., Kershner, R., and Rudduck, J., 1998. Thinking about Learning, Talking about Learning:a report of the Effective Learning Project, Cambridge:Cambridgeshire County Council/Homerton College.
13. Gallimore, R., 1996. “ Classrooms are Just another Cultural Activity ”. In Research on Classroom Ecologies:implications for the inclusion of children with learning disabilities, Edited by:Speece, D. L., and Keogh, B. K., Mahwah:Lawrence Erlbaum Associates.
14. Gardner, H., 1993. Frames of Mind:the theory of multiple intelligences, London:Fontana Press. 2nd edn
15. Garrigan, P., and Pearce, J., 1996. Use Theory? Use Theory¡. Mentoring and Tutoring, 4:23–31.
16. Gray, P., and Lindsay, G., 1991. What Price Success? Appraising Research in Field Settings. Educational and Child Psychology, 8:75–81.
17. Griffiths, M., and Tann, S., 1992. Using Reflective Practice to Link Personal and Public Theories. Journal of Education for Teaching, 18:69–84.
18. Halsall, R., ed. 1998. Teacher Research and School Improvement:opening doors from the inside, Buckingham:Open University Press.
19. Hargreaves, D. H., 1996. Teaching as a Research-Based Profession:possibilities and prospects, London:TTA. Teacher Training Agency Annual Lecture
20. Hofer, B. K., and Pintrich, P. R., 1997. The Development of Epistemological Theories:beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67:88–140.
21. Joyce, B., and Weil, I., 1996. Models of Teaching, Boston:Allyn & Bacon. 5th edn
22. Kershner, R., Flutter, J., and Rudduck, J., 1998. Teacher Research as a Basis for School Improvement:but is it useful beyond the school in which it was carried out?. Improving Schools, 1 (2):59–62.
23. Korthagen, F., and Lagerwerf, B., 1996. Reframing the Relationship Between Teacher Thinking and Teacher Behaviour:levels in learning about teaching. Teachers and Teaching:theory and practice, 2:161–190.
24. Lave, J., and Wenger, F., 1991. Situated Learning:legitimate peripheral participation, Cambridge:Cambridge University Press.
25. Lieberman, A., and Grolnick, I., 1997. “ Networks, Reform and the Professional Development of Teachers ”. In Rethinking Educational Change with Heart and Mind, Edited by:Hargreaves, A., Alexandria:Association for Supervision and Curriculum Development. ASCD Yearbook
26. Lomax, P., and Whitehead, J., 1998. The Process of Improving Learning through Developing a Research-based Professionalism and a Dialectic of Collaboration in Teaching and Teacher Education, 1977-1997. Journal of In-service Education, 24:445–465.
27. Mesa-Bains, A., and Shulman, J. H., 1994. Diversity in the Classroom:a casebook for teachers and teacher educators, Hillsdale:Research for Better Schools/Lawrence Erlbaum Associates.
28. Moore, R., 1994. Professionalism, Expertise and Control in Teacher Training, Edited by:Wilkin, M., and Sankey, D., London:Kogan Page.
29. Pajares, M. F., 1992. Teachers' Beliefs and Educational Research:cleaning up a messy construct. Review of Educational Research, 62:307–332.
30. Pollard, A., Thiessen, D., and Filer, A., eds. 1997. Children and their Curriculum:the perspectives of primary and elementary school children, London:Falmer Press.
31. Rhine, S., 1998. The Role of Research and Teachers' Knowledge Base in Professional Development. Educational Researcher, 27 (5):27–31.
32. Rudduck, J., 1991. Innovation and Change, Buckingham:Open University Press.
33. Rudduck, J., Chaplain, R., and Wallace, G., eds. 1996. School Improvement:what can pupils tell us?, London:David Fulton.
34. Stenhouse, L., 1983. “ Research as a Basis for Teaching An inaugural lecture in the University of East Anglia, February 1979, reprinted in ”. In Authority, Education and Emancipation, 177–195. London:Heinemann Educational Books.
35. Tizard, B., 1991. Educational Research and Educational Policy:is there a link?. Educational and Child Psychology, 8:6–15.
36. TTA. 1998. Teacher Training Agency Statement on Research, reproduced in. Research Intelligence, 63:16
37. Weiss, C. H., 1977. Using Social Research in Public Policy Making, Lexington:Lexington Books.