Search results for: Cain Tim
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This article analyses data from two studies in English comprehensive schools, in which teachers were given research reports about teaching gifted and talented students, and supported over a 12-month period, to incorporate findings into practitioner research projects of their own devising. The findings revealed that the teachers used research in instrumental and strategic ways, but only very occasionally. More frequently, their use of research was conceptual. Within this category, research influenced what teachers thought about, and how they thought.
Updated: Aug. 30, 2017
This article reports on a programme in which senior advisers from different regions in Croatia developed action research projects in Croatian schools. The authors wanted to learn: How educational action research might be used by advisers and teachers in Croatia; and how educational action research is understood in this context. The authors found that the concept of action research was thoroughly understood by nearly all the advisers; the principles of action research were produced evidence of practical change, collaboration and mutual understanding.
Updated: Jul. 20, 2010
The review examines ways in which the mentors of trainee teachers can use research as a means of questioning, understanding and improving their own practices. The first part presents an overview of empirical and theoretical research into mentoring relationships. The second part presents four ways in which mentors might engage with the literature.
Updated: May. 04, 2009