Home » Inquiry, Data, and Understanding
Product Image

Inquiry, Data, and Understanding

€248.00
Quantity:
In stock with our UK publisher. 14-28 days
Delivery/Collection within 10-20 working days
14 days return policy Shipping & Delivery
Absent Administrator
Academic Learning Time
Actual Learning Time
American Educators
ASC Student
Beginning Teacher Evaluation Study
Ben Bloom
Carroll's Model
Carroll’s Model
Category=JN
CES
Class Size Reductions
Classroom Contextual Variable
classroom evaluation methods
Common Language
conceptual frameworks education
Core Model
Defensible Evaluations
disadvantaged student outcomes
Ecological Psychology
educational effectiveness research
empirical classroom research approaches
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
IEA Study
Influence Student Achievement
Low Aptitude Students
Prior Achievement Level
Process Product Paradigm
Reduced Price Lunches
school reform strategies
Student Achievement
Student Engagement
Student Variable Model
time-on-task analysis
Torsten Husen

Product details

  • ISBN 9789026519536
  • Weight: 630g
  • Dimensions: 156 x 234mm
  • Publication Date: 17 Jul 2007
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
Secure checkout Fast Shipping Easy returns
Description

Inquiry, Data, and Understanding is a reflective collection of papers in which Lorin Anderson offers his personal perspective on developments in educational research over thirty years.
Following an introductory chapter, in which educational research is defined as disciplined inquiry, the remaining chapters are divided into four sections: time and learning, factors influencing educational effectiveness, international perspectives, and the nature and purpose of educational research. Each section contains an introduction that places the chapters in that section in a historical and personal context.
The fourth section, which concludes the book, summarises four lessons that were learned about becoming a researcher. Based on these lessons, the final chapter describes four needs that must be met if school and classroom research is to move forward:
* The need for concept-based research
* The need to put students back into the equation
* The need to stop focusing on correlates of student achievement
* The need for research on alterable variables.
About

Lorin W. Anderson University of South Carolina, Columbia, USA