«
In this latest and revised book, the Irish authors have provided a well-written, very well referenced and accessible inspiration for teachers anywhere to investigate their practice. The book provides clear guidelines and questions to stimulate self-study action research while interspersing the advice with meaningful and credible accounts of how this has been done in each author’s own practice. I warmly recommend this book to any wanting to enhance their own teaching practice.
Dr Pip Bruce Ferguson, Teaching Developer
If you’re setting out on a journey, travel with companions who know the territory but encourage you to explore your own path. The authors of this new edition of Enhancing Practice Through Classroom Research: A teacher’s guide to professional development provide readers with a thoughtful and supportive guide to developing and carrying out their own action research processes with a view toward deepening practice and encouraging personal and professional growth and well-being. Enjoy this opportunity to discover new ways of seeing the world, but don’t expect to come back unchanged!
Mary Brydon-Miller, Professor, Educational Leadership, Evaluation, and Organizational Development
ELOD Ph.D. Program Director
College of Education and Human Development, University of Louisville, Louisville, KY 40292Reading this book is like talking to four wise and kind mentors. It is full of conversations that I wish I’d had as a beginning teacher, as a new postgraduate student, and as a new university lecturer. In fact, it is also the type of conversation that I still value and benefit from forty years into the job. The authors skilfully draw on their own, and other experiences, to explore, challenge and develop their own, and their readers’ criticality and educational thinking. In doing so, they have produced a text that is theoretically rich, while being fully grounded in the practice of education.
Mary McAteer. Department of Professional Learning Edge Hill University, UK.
(Teaching Excellence Framework Gold Award)
»
Offering updated references, questions for reflection, the latest case studies, and current advice relating to data protection and storage, this second edition of Enhancing Practice through Classroom Research provides an accessible introduction to understanding and improving teaching and learning through a process of reflection, research, and action. Les mer
«
In this latest and revised book, the Irish authors have provided a well-written, very well referenced and accessible inspiration for teachers anywhere to investigate their practice. The book provides clear guidelines and questions to stimulate self-study action research while interspersing the advice with meaningful and credible accounts of how this has been done in each author’s own practice. I warmly recommend this book to any wanting to enhance their own teaching practice.
Dr Pip Bruce Ferguson, Teaching Developer
If you’re setting out on a journey, travel with companions who know the territory but encourage you to explore your own path. The authors of this new edition of Enhancing Practice Through Classroom Research: A teacher’s guide to professional development provide readers with a thoughtful and supportive guide to developing and carrying out their own action research processes with a view toward deepening practice and encouraging personal and professional growth and well-being. Enjoy this opportunity to discover new ways of seeing the world, but don’t expect to come back unchanged!
Mary Brydon-Miller, Professor, Educational Leadership, Evaluation, and Organizational Development
ELOD Ph.D. Program Director
College of Education and Human Development, University of Louisville, Louisville, KY 40292Reading this book is like talking to four wise and kind mentors. It is full of conversations that I wish I’d had as a beginning teacher, as a new postgraduate student, and as a new university lecturer. In fact, it is also the type of conversation that I still value and benefit from forty years into the job. The authors skilfully draw on their own, and other experiences, to explore, challenge and develop their own, and their readers’ criticality and educational thinking. In doing so, they have produced a text that is theoretically rich, while being fully grounded in the practice of education.
Mary McAteer. Department of Professional Learning Edge Hill University, UK.
(Teaching Excellence Framework Gold Award)
»
«
In this latest and revised book, the Irish authors have provided a well-written, very well referenced and accessible inspiration for teachers anywhere to investigate their practice. The book provides clear guidelines and questions to stimulate self-study action research while interspersing the advice with meaningful and credible accounts of how this has been done in each author’s own practice. I warmly recommend this book to any wanting to enhance their own teaching practice.
Dr Pip Bruce Ferguson, Teaching Developer
If you’re setting out on a journey, travel with companions who know the territory but encourage you to explore your own path. The authors of this new edition of Enhancing Practice Through Classroom Research: A teacher’s guide to professional development provide readers with a thoughtful and supportive guide to developing and carrying out their own action research processes with a view toward deepening practice and encouraging personal and professional growth and well-being. Enjoy this opportunity to discover new ways of seeing the world, but don’t expect to come back unchanged!
Mary Brydon-Miller, Professor, Educational Leadership, Evaluation, and Organizational Development
ELOD Ph.D. Program Director
College of Education and Human Development, University of Louisville, Louisville, KY 40292Reading this book is like talking to four wise and kind mentors. It is full of conversations that I wish I’d had as a beginning teacher, as a new postgraduate student, and as a new university lecturer. In fact, it is also the type of conversation that I still value and benefit from forty years into the job. The authors skilfully draw on their own, and other experiences, to explore, challenge and develop their own, and their readers’ criticality and educational thinking. In doing so, they have produced a text that is theoretically rich, while being fully grounded in the practice of education.
Mary McAteer. Department of Professional Learning Edge Hill University, UK.
(Teaching Excellence Framework Gold Award)
Relatable, touching and deeply authentic, Mcdonagh et al’s account of self-study action research has the rare ability to transcend educational sectors. Whether you are an early years specialist or a university educator, this book will undoubtedly be a welcome addition to your action research collection.
Vicky Betterby, Educational Action Research
»