Academics from Edge Hill University have conducted research into how teachers use research, which is explored in a new book published by Routledge.
Written by Professor of Education, Tim Cain, along with six other Edge Hill academics, Becoming a Research-Informed School: Why? What? How? examines the reasons why teachers use research to improve their schools, and explores how teachers select, understand and use research to enhance learning experiences in fast-moving classroom environments.
Based on nine research projects carried out by academics in the Faculty of Education, this is the first book to show how teachers and school leaders in primary, secondary and further education, are engaging in and with research.
The book includes a chapter by Dave Allan, David Boorman, Ella O’Doherty and Paul Smalley, two chapters written by Tim Cain and Sue Graves, and a chapter by Elisha Omoso, all from the Faculty of Education.
“The book draws on interviews with 153 teachers and school leaders in 85 schools and colleges, to show how teachers use research with the intention of informing their decisions, extending their ‘teaching mindsets’ and developing their schools as intellectual communities,” said Tim.
“It shows what they are currently doing to build a research-informed culture and considers topics including Teacher Research, Lesson Study, schools’ use of data, navigating social media and blogs, and how to overcome common obstacles to research use in schools.
“I think a research-informed culture helps teachers become better informed, and also more critical. This means that their teaching more focused and they potentially waste less time on trying out poor ideas that have little or no effect on learning.”
The book is aimed at school leaders, teachers and teacher-trainers, and will also be useful for researchers in the field as quite a lot of the book has not previously been published in journals
Click here for more information or to purchase Becoming a Research-Informed School: Why? What? How?
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