Now in a Fourth Edition, this how-to guide is an excellent starting point for anyone looking to begin case study research. The authors--all professors teaching graduate students in education and other professions--provide the structure, detail, and guidance needed for beginning researchers to complete a systematic case study. Improvements for this…

For students in biology, chemistry, or environmental science, diatoms offer excellent insight into watershed health and human impact on the environment. Diatoms are found globally in virtually every habitat that has sunlight and moisture, including polar seas, tropical streams, and on moist soils and mosses. Studying diatoms as biological…

Preventative health has become central to contemporary health care, identifying youth physical activity as a key factor in determining health and functioning. Schools offer a unique research setting due to distinctive methodological circumstances. However, school-based researchers face several obstacles in their endeavour to complete successful…

In her new book, bestselling author Cynthia Ballenger explores the intellectual strengths of students that teachers find "puzzling"--poor, urban, immigrant, or bilingual children who do not traditionally excel in school. Ballenger challenges the assumption that these children--whose families in many cases have less formal education, read fewer…

What do we mean by reflective practice? What does it involve? How can it help you develop as a teacher? "The Teacher's Reflective Practice Handbook" is an essential source of advice, guidance and ideas for both student and practising teachers. Helping you to translate pedagogical knowledge into practice, this "Handbook" guides you through studying…

Describes the action research approach taken by seven teachers from four rural schools who teamed up to create their own professional development program. Describes the phases of action research which include formulating a question, reflective interviews, data collection, data analysis, and taking action. Briefly discusses the beneficial outcomes…

Interviews Professor Chris Leaver from the University of Oxford about his school memories, his research and ideas, the research team he works with, and ideas and tips he shared. (DDR)

Discusses the differing viewpoints of a classroom teacher and a researcher on the use of small groups as a teaching technique to illustrate the conflict between the researcher/teacher perspectives. (HTH)

Considers the relationship between a physical education instructor's role as teacher and his role as potential researcher. Explains how teachers and researchers can help one another and participate in collaborative efforts. (HB)

Offers two scenarios which helped change the author's practice as a reading coordinator and helped her teachers explore personal research questions. (MG)

Reviews six professional books through the authors discussions of their roles as classroom teacher, reading resource teacher, curriculum developer, and change agents. (MG)

Explores the methodological and ethical considerations, complications, and consequences relative to relationships between researcher and subject in qualitative educational research. Presents a dialogue between the researcher and the subject. (MG)

Provides several tips for scientists who work with children. Points out the differences between audiences of adults and children and includes a chart of some general characteristics of children by grade levels. (DDR)

This handbook is a roadmap for action research facilitators to help groups as they work through the research process. It offers quotations, handouts, strategies, resources, and insights from actual experiences. The sections of the handbook follow the action research cycle, focusing on: "What is Action Research?"; "What is the Action…

Suggests a method for introducing university students to the notion that apparently straight-forward scientific research may contain ideological flaws. Explores researchers who have undertaken debates in their literature and classifies their ideologies as either aware or unaware. (Author/KC)