Written specifically for postgraduate students carrying out small-scale research projects in and around their work environment and for those undertaking research projects as part of their higher education courses.

Practitioner Enquiry: Professional Development with Impact for Teachers, Schools and Systems offers an accessible, step-by-step guide to practitioner enquiry, describing what practitioner enquiry is, what its adoption in schools entails, and what research and experience says about its benefits and possible pitfalls. Written by an experienced Headteacher who has worked with many schools to support their own engagement with practitioner enquiry, and who has been using the approach himself for over eight years, the chapters examine all aspects of its theory, practice and engagement. The book includes a variety of case studies to explore the effect of practitioner enquiry across a range of settings, and to show how you can bring about deep, sustainable and embedded change that has positive impacts for all learners. Chapters cover: how you can create the conditions for succeeding with practitioner enquiry the process of enquiring into your practice the role of school leaders and teachers in successful enquiry processes the benefits you may expect from such enquiry case studies from a number of different contexts, showing enquiry in action examples of research posters produced by teachers involved in enquiry. Practitioner Enquiry serves as a much-needed injection of up-to-date research into the field, combining theory and practice in an engaging and comprehensive style. It will be key reading for teachers and school leaders in both primary and secondary sectors.

This book is a guide to research methods for practitioner research. Written in friendly and accessible language, it includes numerous practical examples based on the authors′ own experiences in the field, to support readers. The authors provide information and guidance on developing research skills such as gathering and analysing information and data, reporting findings and research design. They offer critical perspectives to help users reflect on research approaches and to scrutinise key issues in devising research questions. This book is for undergraduate and postgraduate students, teachers and practitioners in practitioner research development and leadership programmes. The team of authors are all within the School of Education at the University of Glasgow and have significant experience of working with practitioner researchers in education.

Action Research in Education is an essential guide for any lecturer, teacher or student-teacher interested in doing research. This exciting new edition of a popular text is an important resource for any education professional interested in investigating learning and teaching. Building on the success of Action Research in the Classroom, the authors have revised, updated and extended this book to include examples from further and higher education. It maps out easy-to-follow steps for usefully applying an action research approach and is full of practical tips and examples of real practitioner research projects from a range of schools, colleges and universities. This book will help teachers to: - understand and apply practitioner inquiry - enhance their problem-solving skills - locate their own activity in a wider context - maximise opportunities to develop practice - evaluate the needs of their learners Clear, pragmatic and timely, this is a must-have text for all teachers and students of education. Vivienne Baumfield is Professor of Pedagogy, Policy and Innovation in the School of Education, University of Glasgow Elaine Hall is Lecturer in Research Methods, School of Education, Communication and Language Sciences, Newcastle University Kate Wall is Senior Lecturer in the School of Education, Durham University

This book has been written specifically for postgraduate students carrying out small-scale research projects in and around their work environments and for those undertaking research projects as part of their higher education courses. The book will also be useful to teachers, tutors, lecturers and trainers who want to use the concept of practitioner-based enquiry to enquire into their own institutional practices, and produce reports which can be submitted for academic credits leading to the award of certificates and degrees from universities and other professional bodies.

With the growth of practitioner research, this book leads the way by addressing key issues faced by ‘insider researchers’ – those doing research projects in the organizations and communities in which they themselves work, or where they are already familiar with the setting. The authors explore the implications of these research contexts, and discuss approaches and methodologies that researchers in these contexts might adopt, with a particular focus on ethics - one of the key concerns for students undertaking a research project of this type.

Doing Practitioner Research focuses on helping practitioners conduct research in their own organisations, and attention is given to the best methods for doing this effectively and sensitively. The authors also attend to the theoretical, political and organisational context of doing research, as well as addressing the ethical and practical issues of undertaking research. The authors cover in detail the range of skills and techniques necessary to make a successful start to the process of becoming an effective practitioner researcher. This is an ideal text for growing number of practitioners working in health, education and social care who are undertaking research. Fox et al have provided the perfect introduction to why practitioners are in the unique position to conduct research that actually improves professional practice. This book will be essential reading for those professionals/practitioners engaged in research in their own organisation or undertaking a post-graduate qualification in Health, Social Care, or Education.