Forthcoming book for SAGE:
Classroom-based
Research and Evidence-based Practice:
A Guide for Teachers
Indexed items:
ability as a focus for research
abstract (of study)
academic journals
action research
active learning
Aldridge (2006) on textbooks used in teaching history
alternative conceptions pupils hold
alternative conceptual frameworks
analysis, see data analysis
annotated bibliography
anonymity
appendices
argument in research reports
assessment as a focus for research
Assessment of Performance Unit
audiences for research
authenticity
Avis et al (2003) on trainee teachers’ thinking about pedagogy
Best Practice Research Scholarships
bias in research
bibliographies
Biddulph & Adey (2004) on student perceptions of history and geography
lessons
British Educational Research Association
Button (2006) on pupil perceptions of music
Calissendorff (2006) on learning style when learning to play the violin
case studies
categories to classify data
children’s science as a distinct ‘culture’
claims made in research
classification schemes
coding data
collaborative action research
complementary nature of different research paradigms
concept cartoons
concept maps
conceptual ecology of learning
conceptual framework for research
conceptualisation – see conceptual framework
conference papers
confidentiality
confirmatory research (ERP1)
conflicts of interest
consent, voluntary informed
consolidation of learning
constant comparison method
construction of interview data
construction of knowledge, research as
constructivist models of learning
context of discovery
context of justification
contingency, building in
control of variables
convenience sampling
convergence in research
Corrigan & Taylor (2004) on promoting SRL
Cowan (2005) on ability testing
critical incidents
critical reading of research
cumulative nature of research
curricular models
cycles of research
data analysis
data collection
data reduction
defining terms
descriptive statistics
diagnostic testing
differentiation
discovery research
dissertation – see thesis
doctoral study
documentary evidence
drafting research writing
Educational Research Paradigm 1 (ERP1)
Educational Research Paradigm 2 (ERP2)
effect sizes (statistical)
emergent research designs
English as an additional language (EAL), students with
epistemology
ethics of research
ethnography
ethnomethodology
Evidence-based practice
executive role in research projects
experimental design
experiments
exploratory research
false positive results
feedback from mentors as data
field notes
focus for research
focus groups
fracturing data
framing research
fraud in research
fuzzy data
Garet et al (2001) on teacher’s perceptions of effective development activities
gatekeepers
General Teaching Council for England (GTC)
generalisation
grey literature
grounded practice
grounded theory
group interviews
Hallam & Ireson (2005) on teachers’ approaches to mixed-ability and set
classes
Hardman et al (2005) on the ‘literacy hour’
Harrop & Swinson (2003) on questions used by teachers
Hennessy et al (2005) on teachers adoption of ICT
hierarchical focusing in interviews
hypotheses and hypothesis testing
idiographic research (ERP2)
immersion in fieldwork
incommensurability of paradigms
independence in learning
individual differences
induction, problem of
inferential statistics
informants
Information and Communications Technology (ICT)
initial teacher education (training), research during
interpreting statistics
interpretivist research (ERP2)
inter-researcher checks
interventions
interview-about-events
interviewing
interviews-about-instances
iterative processes of analysis
John (2005) on teachers’ use of ICT
Key Stage 3 National Strategy
Kinchin (2004) on students’ preferences for learning environments
Kuhn, Thomas
Kuiper (1994) on student thinking about forces
language skills and learning
laws, research to reveal
leads in research
learning communities
learning environment
learning networks
learning pathway
learning styles
learning, research into
legal analogy for research writing
lesson evaluations as data
lesson plans as data
literacy hour (in primary schools)
literary analogy for research writing
literary analysis
literature review
Lyle (1999) on the value of mixed-ability grouping
Macaruso et al (2006) on computer aided learning of phonics
making the case, research writing as
managerial role in research projects
Master’s level of study
McClune (2001) on assessment in modular courses
McIntyre et al (2005) on pupil views on teaching and learning
meaningful learning
mechanism to explain research findings
metacognition
methodology
mixed methods
mixed-ability teaching
modular courses
mosaic method (of analysis)
National Academy for Gifted and Talented Youth
National Literacy Strategy
natural experiment
natural science, as a model for research in education
naturalistic research
nomothetic research – looking for general laws (ERP1)
normative research
null hypothesis
objectivist classroom
objectivity
observation
observation schedule
on-line journals
ontology
operational definitions
optimum level of simplification (as a pedagogic principle)
paradigms in educational research
participant observations
pedagogic analogy for research writing
peer-review of research
personal knowledge
Petri & Niedderer (1998) on a learning pathway in quantum physics(?)
PGCE assignments
philosophy (paradigmatic commitments) of a research project
pilot studies
Pollard & Filer (1999) on pupils’ school careers
positivistic research (ERP1)
Post-graduate Certificate in Education (PGCE)
Postgraduate study, nature of
post-inductive resonance
post-positivism
practitioner journals
practitioner research
probes in interviews
Profession, teaching as
progressive teaching approaches
project report
public knowledge
pupil voice
purposeful sampling
QTS standards
Qualified Teacher Status (QTS)
qualitative and quantitative research (as an oversimplification)
quasi-experiments
questionnaires
questions, research
randomisation
Ravitz et al (2003) on teacher thinking about pedagogy
reader generalisation
recording classrooms
reductionist research
reinforcement of learning
relevance of research
reliability
reliable knowledge
replication studies
reporting research
representativeness in samples
research context
research design
research programmes
response rate
results, presenting
re-use of data
rhetorical nature of some research writing
Rogers & Hallam (2006) on student study habits
rote learning
Sade & Coll (2003) on perceptions of technology
Sagarra & Alba (2006) on learning vocabulary of a second language
sample size
sampling
scientific method
scoring schemes
self-regulated learning (SRL)
semi-structured interviews
slices of data
Special Educational Needs (SEN)
spiral curriculum
sponsors of research
statistical significance
statistical significance
statistical testing
Strand & Demie (2005) on literacy of students with EAL
strategy (methodology) of a research project
Strong model of teacher professionalism
student thinking, research into
student voice
student-centred approaches
student-centred learning
students’ work as data
study skills
subjectivity
supervisor, research
surveys
tactics (techniques) of a research project
Taylor et al (2005) on an electronic tool for learning German
teacher development
teacher questions (in class)
teacher thinking, research into
teaching diaries
teaching, research into
technical role in research projects
testing theory
tests as data sources
textbooks used in teaching
theoretical generalisation
theoretical sampling
theoretical saturation
theoretical sensitivity
theory, substantive and general
thesis
thick description
Tobin et al (1990) on teacher’ metaphors for teaching
traditional teaching approaches
transcription of interview data
transfer of knowledge, model of learning
transfer of research findings
triangulation
trustworthiness
two paradigms model of educational research (as a useful simplification)
unit of analysis
validity
values and educational research
vignettes (in reporting research)
Watts (1983) on student thinking about forces
Weak model of teacher professionalism
web publishing
Wong (2005) on music teachers’ beliefs about music education
writing plan
writing-up, see reporting research
return to Classroom-based Research and
Evidence-based Practice: A Guide for Teachers
contents