By Olwen McNamara
This publication is for lecturers who're having a look, or being inspired, to adopt study of their colleges. Written through academics and their HE learn mentors, the booklet exhibits academics how you can 'do' and 'use' examine and the way to 'do' potent pedagogy.
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Extra resources for Becoming an Evidence-based Practitioner: A Framework for Teacher-Researchers
In another school auditable commodities such as ‘targets’, although acknowledged as problematic in terms of audit processes because of the highly transient school population, were felt to be strategically important in terms of raising corporate awareness of achievement and attainment. The distinction between quantitative auditable commodities and qualitative practice-based understandings was, in part, also evident in the way that teachers reflected upon the potential of research evidence to inform practice.
6). Rolfe (1998) suggests that the ‘top-down’ research-based practice advocated by the Department of Health is an unhelpful model and advocates instead clinical practitioner–based research and personal and experiential judgement in applying knowledge locally to individual patients. Many teachers in consortium schools also, as noted previously, identified a disjunction between theory and practice; and resolutions offered were similar to those suggested by Rolfe. They felt that teaching would only be improved if research was ‘carried out’ or ‘contextualised’ by actual teachers and using ‘first-hand experience, supported by school-generated data’ which could ‘relate closely to context and needs’.
Munn and Driver (1995) is a useful sourcebook, which gives a practical guide to using questionnaires in small-scale research]. There are a number of other reasons why it can be useful to conduct a questionnaire, apart from the obvious one of wanting to collect information and elicit views. A second, and for us important, reason was that we hoped that the arrival of the questionnaire would raise the profile of the project within the schools and, on a more general level, get staff to begin thinking and talking about the value of doing and using research.
Becoming an Evidence-based Practitioner: A Framework for Teacher-Researchers by Olwen McNamara