A 101 Action Research Guide for Beginners
Demystifying Research Terminology using A Concrete STEM Action Research Project
Summary
The author provides a resource that’s very much needed. It’s simple, real and relevant to novice researchers while being authoritative and straightforward, reflective without being fluffy, and grounded in science and related subjects.»
(Louise Coleman, Pearson BTEC Higher National Subject Lead for Health and Science, MSc, DCR(T))
«A jargon-busting, comprehensive guide for teachers and students working on action research projects. The book examines research terminology and common data collation methods, emphasising the importance of quality assurance. The author also discusses how contemporary STEM teaching examples, teacher roles and societal issues intersect.
If you are looking to find out more about how empirical teaching experience and theoretical frameworks can inform action research projects, in a book that cuts through the jargon, then look no further!»
(Joe Jackson-Taylor, Deputy Headteacher, Organiser, researchED Bournemouth)
The main premise of the book is to demystify research terminology for those teaching, and completing action research projects; in particular for trainee STEM teachers engaged in action research. Research terms such as systematic reviews, and meta-analysis will be explained in a simple manner, with solid links made with teaching and practice. The author found research terminology hard to decipher after a long gap from doing their undergraduate dissertation, and then doing their action research project for the postgraduate diploma in education and training. This book is written to support all researchers in the same position.
In the 101 action research guide, the real-life example of a STEM teacher action research project to improve literacy skills for STEM students in a FE setting, is used to promote the merits of action research in teaching. It is a must read for anyone, who hasn’t done a research project in a while to help them refamiliarise themselves with research terminology.
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Contents
- List of Figures and Tables
- Acknowledgements
- Introduction
- Chapter 1 Contemporary STEM Teaching
- Chapter 2 Tips for Academic and Reflective Writing
- Chapter 3 Demystifying Basic Research Terminology
- Chapter 4 An Introduction to Data Collation Methods
- Chapter 5 Maintaining Quality Assurance
- Chapter 6 An Example of a Research Proposal
- Chapter 7 An Exemplar STEM Lecturer Action Research Project
- Chapter 8 The Virtues of Developing the Grassroots Researcher/Action Researcher for future STEM Practice
- Afterword
- Appendix 1: Academic Writing/Harvard Referencing Tasks 1 & 2 Plan (Free Resource)
- Appendix 2: TES Article How to Improve College Students’ Academic Writing
- Appendix 3: HEA Fellowship Application Reflective Account
- Appendix 4: ITTECF
- Appendix 5: ETF Professional Standards for Teachers and Trainers
- Appendix 6: Global Framework of Professional Teaching Standards from the Joint EI/UNESCO
Acknowledgements
This book is dedicated to my family and friends who have been incredibly supportive in my journey as a lecturer and as an author. To all of those who have provided advice along the way I am immensely grateful. I want to highlight that the completion of this book and my career opportunities to date would not have been possible without support from my peers and my department leads Shelley Mannion and Gail Holmes.
Introduction
The main premise of the book is to demystify research terminology for those teaching and completing action research projects. Research terms such as systematic reviews, meta-analysis, primary research, and literature reviews will be explained in a simple manner with solid links to practice put across. Personally, I found research terminology hard to decipher after such a long gap (almost a decade) between completing my dissertation at undergraduate level, and then having to do an action research project for my postgraduate diploma. This book is written for all researchers in the same position.
In Chapter 1 contemporary STEM (Science, Technology, Engineering and Mathematics) teaching examples, and teacher roles and responsibilities will be explored alongside current societal issues. Ongoing commentary on how teaching experiences, reflection, and how current theory can be used to inform action research projects to achieve real-world benefits will be discussed. The second chapter presents a strong foundation on differences between academic writing and reflective writing. In Chapters 3 and 4 research terminology, and common data collation methods are examined. Chapter 5 provides coverage on the importance of quality assurance.
An example research proposal is presented in Chapter 6, and the action research project report in its entirety is included in Chapter 7. The report in Chapter 7 contains the following:
- abstract
- contents page
- introduction/rationale/background with clear aims and objectives
- literature review
- methodology
- results/results discussion
- conclusion/recommendations
- references
- appendices
By sharing the report in full readers of the book can gauge how local research is immensely valuable in education settings, to elevate levels of student achievement. The example action research project depicts how quality assurance was routinely instilled throughout the project.
Details
- Pages
- X, 148
- Publication Year
- 2024
- ISBN (PDF)
- 9781803745831
- ISBN (ePUB)
- 9781803745848
- ISBN (Softcover)
- 9781803745824
- DOI
- 10.3726/b22030
- Language
- English
- Publication date
- 2024 (October)
- Keywords
- Reflection Adaptive teaching ITE curriculum Global frameworks STEM education Practical examples Grassroots research Learning analytics Contemporary teaching examples Research methodologies Learning theories
- Published
- Oxford, Berlin, Bruxelles, Chennai, Lausanne, New York, 2024. X, 148 pp., 8 fig. b/w, 2 tables.
- Product Safety
- Peter Lang Group AG
