Enhanced descriptions from Syndetics:

"Hopkins mounts a strong case for teachers as researchers and provides a careful and well structured guide to practice." - Australian Association for Research in Education "Hopkins' book is one that should be on the shelves of teacher educators with an involvement in both pre- and in-service work. The purpose of the book is to provide practical guidance to teachers on how to reflect critically on the professional work and context as part of their day-to-day work and the ongoing process of development in their professional competence. The author succeeds admirably in this task... It can be fully recommended both for teachers and students." - Education Research and Perspectives This is a bestselling practical guide for teachers who wish to undertake research in their classrooms and schools with a view to improving their practice. Classroom research, as described in this book, will enable teachers to enhance their own or their colleagues' teaching, to test the assumptions of educational theory in practice and to implement and evaluate whole school developments. This comprehensively revised and updated third edition emphasises the contribution teacher research can make to creating a discourse around teaching and learning, whole school development and creating learning communities within schools. A number of new cameos and examples have been added with an increased focus on models of teaching and learning. The book also contains case studies, discussions and a description of methods for collecting and analyzing data. The ways in which classroom research can be reported, published and linked to the curriculum, teaching and staff development are also described.

Table of contents provided by Syndetics

• Preface to the fourth edition (p. ix)
• Acknowledgements (p. xii)
• 1 A teacher's guide to classroom research (p. 1)
• 2 Classroom research in action (p. 6)
• 3 Why classroom research by teachers? (p. 37)
• 4 Action research and classroom research by teachers (p. 47)
• 5 Developing a focus (p. 62)
• 6 Principles of classroom observation (p. 75)
• 7 Methods of observation in classroom research (p. 86)
• 8 Data gathering (p. 104)
• 9 Analysing classroom research data (p. 129)
• 10 Reporting classroom research (p. 144)
• 11 Teaching and learning as the heartland of classroom research (p. 156)
• 12 Teacher research, the creation of professional learning communities and the transformation of schooling (p. 180)
• Appendix: Ethics for classroom research (p. 201)
• Bibliography (p. 205)
• Index (p. 215)

Author notes provided by Syndetics