Psychological Research in the Classroom (eBook)

Issues for Educators and Researchers

Teresa M. Amabile, Margaret L. Stubbs (Herausgeber)

eBook Download: PDF

2013 | 1. Auflage
288 Seiten
Elsevier Science (Verlag)
978-1-4831-9034-1 (ISBN)

Infos

Psychological Research in the Classroom: Issues for Educators and Researchers is a collection of papers the tackles various psychological concerns in the context of education. The articles in the title emphasize the role of psychological research in improving the overall quality of education. The first part of the text covers issues, such as the gap between teachers and researchers and the applicability of research findings. In the second part, the selection details the capability of psychological research in addressing educational issues. Next, the title talks about educational practitioners' research needs and their role in research. The last part discusses the prospect for research in the classroom. The book will be of great use to educators and psychologists.

Inhalt

Front Cover 1
Psychological Research in the Classroom: Issues for Educators and Researchers 4
Copyright Page 5
Table of Contents 8
Preface 12
Acknowledgments 14
Part I: The Issues 18
Introduction to Part I 20
Chapter 1. Psychological Research in the Classroom: An Introduction to the Issues 22
Chapter 2. Conversation I: The Gap between Teachers and Researchers 26
THE PURPOSE AND USE OF RESEARCH 27
METHODOLOGY 31
THEORY 35
SOME IDEAS FOR CLOSING THE GAP 36
Chapter 3. Conversation II: Issues in the Application of Research Results 38
RESEARCH AS POLITICAL AMMUNITION 39
RESEARCH AS A GUIDE TO PRACTICE 43
SUMMARY AND CONCLUSIONS 50
Reference 52
Chapter 4. A Visit to the Teachers' Lounge: A Dialogue on School Research 53
THE UTILITY OF RESEARCH 54
VALUES, MOTIVES, AND ETHICS 57
PRACTICAL AND POLITICAL PROBLEMS 59
SOME NEGATIVE EXPERIENCES 62
RESEARCHERS' SUMMARY 64
TEACHERS' SUMMARY 65
REFERENCES 66
Part II: What Research Can Offer 68
Introduction to Part II 70
Chapter 5. Social Psychologists in the Classroom 72
THE SOCIAL PSYCHOLOGIST'S INTEREST IN SCHOOLS 73
WHAT DOES THE SOCIAL PSYCHOLOGIST HAVE TO OFFER? 75
SOME EXAMPLES 76
REFERENCES 78
Chapter 6. Developmental Psychologists in the Classroom 80
DIFFERENCES IN THE GOALS OF RESEARCH 81
DIFFERENCES IN THE METHODS OF RESEARCH 85
DIFFERENCES IN VALUE SYSTEMS CONCERNING LOGISTICS AND ETHICS 86
A COMMENT ON THE PROBLEMS 87
CONTRIBUTIONS OF DEVELOPMENTAL PSYCHOLOGY 88
SUGGESTIONS 90
REFERENCES 91
Chapter 7. The Knowledge Base on Teaching: It's Here, Now! 93
THE HISTORY 94
RECASTING THE LITERATURE 95
CURRENT RESEARCH 99
THE TREASURE TROVE 101
WHY DON'T TEACHERS TALK ABOUT TEACHING? 104
TEACHERS AS RESEARCHERS: A NEW SELF-IMAGE 108
NOTES 109
REFERENCES 110
Chapter 8. Methodology: Considerations for Classroom Research 113
FUNDAMENTAL CONSIDERATIONS: A BRIEF GUIDE FOR TEACHERS 113
SPECIAL FEATURES OF EDUCATIONAL RESEARCH: A BRIEF GUIDE FOR RESEARCHERS 124
ANNOTATED BIBLIOGRAPHY 128
REFERENCES 129
Part III: Practitioners' Roles in Research 130
Introduction to Part III 132
Chapter 9. Personal Research 134
REFERENCES 150
Chapter 10. Design Criteria for Collaborative Classroom Research 151
THE DESIGN CRITERIA 152
EXAMPLES OF CLASSROOM RESEARCH AS A COLLABORATION BETWEEN TEACHERS AND RESEARCHERS 156
CONCLUSIONS 159
REFERENCES 160
Chapter 11. Practitioners and Research: A Practitioner's View 161
SOME POSITIVE EXAMPLES: ALL TEACHING IS RESEARCH 162
INITIATION OF RESEARCH QUESTIONS 168
SUMMARY 171
REFERENCES 172
Chapter 12. How Educators Make Decisions about Research: Research in the Brookline Public Schools 173
THE RESEARCH TOPIC 174
THE RESEARCH DESIGN 177
ETHICAL, LEGAL, AND SOCIAL ISSUES 178
HOW THE COMMITTEE FUNCTIONS 180
REFERENCES 182
APPENDIX 182
Part IV: Practitioners' Research Needs 186
Introduction to Part IV 188
Chapter 13. Teacher Talk as a Tool for Effective Research 190
THE TEACHER DEVELOPMENT PROJECT 194
CHILDREN'S THINKING SEMINARS 198
CONCLUSION 200
NOTES 201
REFERENCES 202
Chapter 14. Writing about Practice 203
REFERENCES 217
Chapter 15. Case Study I: A Program for the Gifted 218
GENERAL ISSUES 219
A DEFINITION OF GIFTEDNESS 220
DEVELOPMENT OF THE PROGRAM 221
PROGRAM EVALUATION 229
CONCLUSIONS 231
REFERENCES 232
Chapter 16. Case Study II: A Day Care Center 233
SPACE 234
CHILDREN 234
FUNDING 235
PROGRAM 235
SUCCESS 235
DAY CARE IN THE UNITED STATES 236
RESEARCH ON DAY CARE 237
UNANSWERED QUESTIONS 239
CONCLUSION 240
REFERENCES 240
Part V: Prospects for Research in the Classroom 242
Introduction to Part V 244
Chapter 17. Guess Who's Coming to the Classroom 246
CROSS-PURPOSES VERSUS DIFFERENT AGENDAS 246
WILL THE REAL EXPERTS PLEASE STAND UP 249
WHAT TO TELL THE CHILDREN 250
THE TEACHER AND THE SCHOOL SETTING AS A SOURCE OF DATA 251
FEEDBACK TO SCHOOL PERSONNEL 253
ASSISTING TEACHERS IN ASKING QUESTIONS OF THEIR OWN 255
REFERENCES 256
Chapter 18. Beyond the Ivory Tower 257
REFERENCES 262
Chapter 19. Some Guidelines for Collaboration between Educators and Researchers 264
FIVE GENERAL PRINCIPLES 264
GUIDELINES FOR TEACHERS 266
GUIDELINES FOR RESEARCHERS 267
CONCLUSION 270
Author Index 272
Subject Index 276
About the Editors and Contributors 281
Pergamon General Psychology Series 286

Produkt-Details

• Erscheint lt. Verlag: 22.10.2013
• Sprache: englisch
• Themenwelt: Literatur ► Romane / Erzählungen
• Themenwelt: Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
• Themenwelt: Recht / Steuern ► Privatrecht / Bürgerliches Recht ► Zivilverfahrensrecht
• Themenwelt: Sozialwissenschaften ► Pädagogik
• Themenwelt: Technik
• ISBN-10: 1-4831-9034-X / 148319034X
• ISBN-13: 978-1-4831-9034-1 / 9781483190341