The Classroom Researcher: Using Applied Research to Meet Student Needs / Edition 1

by Suzanne G. Houff

Overview

The Classroom Researcher is designed for teachers, administrators, and professional developers who are interested in learning how research can be used to improve instruction. The book begins with an overview of educational research and an identification of the types and purpose of research designs. This is followed by an explanation as to how and why research is used in education. Users are then guided through the process of identifying a problem, compiling a literature review that synthesizes research related to the problem, and developing a product that addresses the problem. This workbook presents valuable research information in a non-threatening and non-statistical format. Educators can easily progress through the book and begin practicing research in the classroom to better meet the needs of their students.

Product Details

ISBN-13:	9781578867547
Publisher:	R&L Education
Publication date:	02/08/2008
Edition description:	New Edition
Pages:	108
Product dimensions:	5.58(w) x 8.51(h) x 0.34(d)

About the Author

Suzanne Houff has worked in both elementary and middle schools as a classroom teacher and as a library media specialist. Currently she is associate professor of education at Mary Washington University in Virginia where she instructs pre-services teachers as they work toward initial licensure and a master's degree in education.

Table of Contents

Chapter 1 Introduction
Chapter 2 Background information
Chapter 3 Approaches
Chapter 4 The Research: Getting Focused
Chapter 5 Choosing a Topic: Step 1
Chapter 6 Problem Statement and Question: Step 2
Chapter 7 Locating Sources
Chapter 8 Reading the Literature
Chapter 9 Literature Review: Step 3
Chapter 10 The Application: Step 4
Chapter 11 Sharing Your Research
Chapter 12 Prepare to Publish: Using APA
Chapter 13 Next Step: Action Research
Chapter 14 Conclusion
Chapter 15 Appendix A
Chapter 16 Appendix B
Chapter 17 Appendix C

Editorial Reviews

Houff presents ideas clearly and interestingly. But even more, she provides the readers with a rationale for why students do what they do. She describes human needs as seen from the perspective of choice theory and integrates them into practical strategies and techniques. Using the need system to motivate students frees the teacher of responsibility to reward and punish. The process puts the responsibility on the students—where it belongs. And yet teachers does not lose authority; they gain respect and enhance their leadership skills. When teachers implement the ideas contained in this book, they develop techniques for managing the classroom and for preventing discipline problems. This book should be read by both new and experienced teachers.

Robert E. Wubbolding