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Action Research for New Teachers Evidence-Based Evaluation of Practice by Colin Forster, Rachel Eperjesi

Action Research for New Teachers Evidence-Based Evaluation of Practice



Action Research for New Teachers Evidence-Based Evaluation of Practice by Colin Forster, Rachel Eperjesi

Action research is a popular part of many teacher training courses, but understanding how to do it well isn't always straightforward. Action Research for New Teachers breaks the process down into small steps giving you concise, jargon-free guidance on all the issues and key considerations that you will need to tackle. It focuses on being evidence-based, encouraging you to produce evidence-rich research projects that are methodologically sound and stand up to scrutiny. This book takes you through the initial stages of planning and research design, engages with the complexities of data collection, and gives you advice on analyzing your data and writing up your research project.


There are many books out there on action research and for the uninitiated trainee, they are a minefield. This book gets to the crux of what they need to know and how to go about it. It gets away from the idea that the trainees need to experiment with their pupils and focuses on improving their teaching. It also tackles gaming your research to show improvement. The stages of research, and identifying pitfalls make this book a straight forward guide to aid trainees completing action research in the classroom. -- Lorraine Smith A book that really focuses on, and is tailored specifically to, the needs of new teachers, presenting the research process in a clear, logical format and showing how research can be used to improve classroom practice in an achievable way. It makes action research uncomplicated, accessible and doable, even for busy teachers. -- Alison Hooper

About the Author

Much to the surprise of anyone who meets him now, when he was a young man, Colin spent two years working as an outdoor activities instructor and it was during this time that he developed an interest in education. He began his primary teaching career in south west London before moving to Gloucestershire where he continued to gain school leadership experience. He is currently a senior lecturer in primary education at the University of Gloucestershire, where he has gained considerable experience of primary teacher education course leadership and in supporting students, at both undergraduate and postgraduate level, with research projects focused on improving practice. His areas of interest include primary science, behaviour management and action research and he has undertaken research into children's experience of homework in the primary years. Rachel knew she wanted to be a teacher from the age of 5. However, some rather poor careers advice led her to embark on a medical degree, which quickly resulted in her declaring it 'too messy' and she decided to follow her heart into teaching instead. After completing a BEd Hons, Rachel taught in Foundation Stage and Key Stage 1 (also quite messy) in Gloucestershire, as well as undertaking English consultancy for the local authority. She now works at the University of Gloucestershire, lecturing in Primary English and Professional Studies, as well as currently leading the PGCE Primary and School Direct PGCE Primary courses. Rachel has supported many students, both undergraduate and postgraduate, with research projects focusing on improving their educational practice.

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Book Info

Publication date

21st March 2017


Colin Forster, Rachel Eperjesi

More books by Colin Forster, Rachel Eperjesi
Author 'Like for Like'


SAGE Publications Ltd


184 pages


Teaching skills & techniques
Social research & statistics



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