′The clear intention of the authors is to motivate, persuade and give confidence to those who might otherwise think that research can only be carried out by teams of university staff′ –
ESCalate
Most Teaching Assistants (TAs) studying for Foundation Degrees need to do Action Research projects.
This book acts as an introduction to research methods, and will be especially useful if you are doing such work for the first time. It:
‘ introduces the basic principles and practice of research methods;
‘ provides an overview of the processes involved in Action Research;
‘ shows you how to identify an issue, design and carry out a course of action and evaluate the impact of this action;
‘ uses real case studies from practising TAs.
The content of the book relates to both Early Years and Primary settings, and there are case studies from a variety of settings.
Anyone studying for a Foundation Degree, or working towards HLTA status, will find this book meets their needs.
Claire Taylor is Programme Leader for the Foundation Degree at Bishop Grosseteste College, Lincoln. Min Wilkie is Programme Leader for the Foundation Degree in Educational Studies for Teaching Assistants at the University of Leicester. Judith Baser has worked in a wide range of educational settings, including 5 years as a teaching assistant. More recently, she has run training courses for teaching assistants in ways to support children′s learning and development.
Inhoudsopgave
Defining Action Research
The Literature Review
Gathering Information
Interpreting Information
Writing a Report
Implications
Over de auteur
Judith Baser originally studied German and French, and spent the early part of her career working as a commercial translator in industry and as a freelancer. Her career in education has mainly involved working with adults in a variety of settings, teaching modern foreign languages and basic skills, and providing learning support in Further Education settings for students with dyslexia and English as an Additional Language. During a secondment to an Education Action Zone, Judith set up and managed a project developing training for school support staff. Working for several years as a Teaching Assistant in a primary school during an earlier career break gave her a useful insight in the role of support staff and their work in schools and their importance in fostering children′s learning. She also developed and ran adults basic education courses for parents in schools. Judith joined the School of Education at Leicester in 2003, and is responsible for managing and teaching the Foundation Degree in Educational Studies. She has developed several of the Foundation modules and continues to work on updating these to reflect current trends in education.
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