POST 89: REFERENCES & LINKS

REFERENCES

 

AERA (2011) ‘Code of Ethics’, American Education Researcher, 40(3):145-156.

URL: http://www.area.net/AboutAERA/KetProgrammes/SocialJustice/ResearchEthics/tabid/10957/Default.aspx

 

Baumfield V, Hall E and Wall K (2013) Action Research in Education SAGE, California. IBSN: 978-1-4462-0719-2

 

Behm DG, Chaouachi A. (2011) A review of the acute effects of static and dynamic stretching on performance. Eur J Appl Physiol. 111(11):2633-51.

 

British Educational Research Association [BERA] (2011) Ethical Guidelines for Educational Research. 1-11, BERA London IBSN: 978-0946671-32-8 URL: https://www.bera.ac.uk/researchers-resources

 

 

Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook 1: The Cognitive Domain. New York: David McKay Co Inc

 

Carr W & Kemmis S (2005) ‘Staying Critical’. Educational Action Research 13(3): 321-327

 

Cohen, L, Manion, L & Morrison, K (2004) A Guide to Teaching Practice. pg 323-363 RoutledgeFalmer.

 

de Bono, Edward (1985). Six Thinking Hats: An Essential Approach to Business Management. Little, Brown, & Company.

 

Donaldson, G (2011) Teaching Scotland’s Future – Report of a review of teacher education in Scotland. 1-121 Scottish Government by APS Group Scotland. ISBN: 978-0-7559-9733-6

 

Donaldson, G (2015), Shaping the Future-One small step for teaching; one giant leap for education. Teaching Scotland. 61:16-17.

 

Education Scotland (2015a) How Good Is Our School 4. 1-70 URL: http://www.educationscotland.gov.uk/Images/HGIOS4_tcm4-870533.pdf

 

 

Education Scotland (2015b) Research summary-Gender in Education. Journey to Excellence. URL: http://www.journeytoexcellence.org.uk/resourcesandcpd/research/summaries/rsgenderineducation.asp,

 

Gray C (2007) Boys Don’t Dance: An examination of attitudes towards dance in Irish primary schools. MA Thesis. 1-79.

URL: http://homepage.eircom.net/~dance/Boys_Dont_Dance.pdf

 

Haberman, M. (2005). Star teachers: The ideology and best practice of effective teachers of

diverse children and youth in poverty. Houston, TX: Haberman Educational Foundation.

 

Hattie J (2003) Teachers Make a Difference: What is the research evidence?

1-17. Australian Council for Educational Research Annual Conference on:

Building Teacher Quality. University of Auckland URL: https://cdn.auckland.ac.nz/assets/education/hattie/docs/teachers-make-a-difference-ACER-(2003).pdf

 

Healey, M. & Jenkins, A. (2000) Kolb’s Experiential Learning Theory and Its Application in Geography in Higher Education, Journal of Geography, 99,185-195

Kokkonen, J; Nelson AG, and Cornwell A. (1998). Acute muscle stretching inhibits maximal strength performance. Res. Q. Exerc. Sport. 69(4):411–415.

Lincoln YS & Guba EG (1985) Naturalistic inquiry. Beverly Hillls, CA: SAGE.

 

Locke W (2009) Reconnecting the Research-Policy-Practice Nexus in Higher Education: ‘Evidence-Based Policy’ in Practice in National and International Contexts. Higher Education Policy 22, 119-140.

 

Lofthouse, R. (2014) Engaging in educational research and development through teacher practitioner enquiry: a pragmatic or naïve approach? Education Today 64(4): 13-19

 

Schrag F (1992) In defense of positivist research paradigms, Educational Researcher. 21 (5): 5-8.

 

McNiff J (2013). Action Research. Principles and practice. Routledge, New York. IBSN: 979-0-415-53526-7.

Nagel, T (1986) The View from Nowhere. New York: Oxford University Press.

 

Onwuegbuzie AJ & Leech NL (2006) Linking Research Questions to Mixed Methods Data Analysis Procedures. The Qualitative Report (11) 3: 474-498 http://www.nova.edu/ssss/QR/QR11-3/onwuegbuzie.pdf

 

Patton MQ (1990) Qualitative evaluation and research methods. ( 2nd Ed) NewburyPark, CA: SAGE.

 

Redfern, B. (1973) Concepts in modern educational dance London : Kimpton.

 

Scott P (2000) Higher Education Research in Light of Dialogue between Policy-Makers and Practitioners, in U. Teichler and Sadlak (eds) Higher Education Research: Its Relationship to Policy and Practice, Oxford; Pergamon and IAU Press. 123-147.

 

Robinson K (2008) Changing Education Paradigms This is based on a speech given in June 2008 at the Royal Society for the encouragement of Arts, Manufactures and Commerce Sir Ken Robinson

 

Scottish Government (2009) Curriculum for Excellence: Building the curriculum 4-Skills for learning, skills for life. Pages 1-44. Crown, Edinburgh

URL: www.scotland.gov.uk/Resource/Doc/288517/0088239.pdf

 

Smith-Autard, JM (2002) The Art of Dance in Education. A & C Black Publishers Limited. IBSN: 9780 713661750

 

Sosu E & Ellis S (2014) Closing the Attainment Gap in Scottish Education. Joseph Rowntree Foundation Report. 1-66.

 

 

Tashalckoni A & Teddline (1998) Mixed Methodology: Combining qualitative and quantitative approaches. Applied Social Research Methodologies Series 46. Thousand Oaks, CA: SAGE.

 

Tashalckoni A & Teddline (2003) Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks, CA: SAGE.

 

The United Nations Convention on the Rights of the Child [UNICEF], (1989) 1-15

URL: http://www.unicef.org.uk/Documents/Publication-pdfs/UNCRC_PRESS200910web.pdf

 

Wiemann, K., and K. Hahn (1997) Influences of strength, stretching and circulatory exercises on flexibility parameters of the human hamstrings. Int. J. Sports Med. 18:340–346.

 

Young, W., and Elliott, S (2001) Acute effects of static stretching, proprioceptive neuromuscular facilitation stretching, and maximum voluntary contractions on explosive force production and jumping performance. Res. Q. Exerc. Sport. 72(3):273–279.

 

BIBLIOGRAPHY

 

BERA (2000) Good Practice in Educational Research Writing. Southall: BERA

Burgess, R. (1994) Exploring Educational Research London: Cassell

Cohen, L., Manion, L. and Morrison, K. (2010) Research Methods in Education, London: Methuen

David, M. and Sutton, C. (2011) Social Research: An Introduction. London: Sage.

Delamont, S. (2002) Fieldwork in Educational Settings: Methods, Pitfalls and Perspectives. London: Routledge.

Denzin, N. K. and Lincoln, Y. S. (2001) Handbook of Qualitative Research, London: Sage

Elliott, J. (2012) Teaching Controversial Issues, the idea of the ‘teacher as researcher’ and contemporary significance for citizenship education.

Gilbert, N. (2011) From Postgraduate to Social Scientist: A Guide to Key Skills. London: Sage.

Glathorn, A. (1998) Writing the Winning Dissertation. London: Corwin Press

Gray, D.E. (2011) Doing Research in the Real World. London: Sage.

Hartlep, ND & McCubbins (2005). What Makes a Star Teacher? Examining Teacher Dispositions, Professionalization, and Teacher Effectiveness Using the Haberman Star Teacher Pre-Screener. 1-16 Department of Education Administration and Foundations. URL: https://www.academia.edu/3481195/What_Makes_a_Star_Teacher_Examining_Teacher_Dispositions_Professionalization_and_Teacher_Effectiveness_Using_the_Haberman_Star_Teacher_Pre-Screener

Johnson B & Onwuegbuzie J (2004) Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher 33(7); 14-26URL: http://www.tc.umn.edu/~dillon/CI%208148%20Qual%20Research/Session%2014/Johnson%20&%20Onwuegbuzie%20PDF.pdf

Menter, I., Elliot, D. Hulme, M., Lewin, J. and Lowden, K. (2011) A Guide to Practitioner Research in Education. London: Sage.

Miles, M. B. and Huberman, A.M. (1994) Qualitative Data Analysis: A Sourcebook of New Methods, London: Sage

Wallace, M. and Wray, A. (2011) Critical Reading and Writing for Postgraduates. London: Sage

 

JOURNAL LINKS

Safe guarding young people

Framework for inclusion

THE FRAMEWORK FOR PARTICIPATION: A RESEARCH
TOOL FOR EXPLORING THE RELATIONSHIP BETWEEN
ACHIEVEMENT AND INCLUSION IN SCHOOLS*

http://www.leeds.ac.uk/educol/documents/178012.pdf

Achievement and Inclusion: Schools and Classrooms

Teaching SEN

areer long learning

Shaping the future

Teaching boys

Ethics

ETHICAL APPROACH

 

QUOTES

The most powerful professional development is often undertaken locally, in teams, and is designed to lead to a tangible outcome in a school or cluster of schools. Self-evaluation, reflection and inquiry are in themselves potentially powerful tools for professional development. Similarly, individual teachers comparing and learning from each other’s practice through approaches such as peer observation are likely to have immediate impact’. (Donaldson 2011:96)

Quality and relevance of support from all partners is indeed crucial, as is the ability to act with integrity, remaining sensitively open and adaptive to the particular needs arising within the school context.

An external stimulus is often needed to challenge assumptions, stimulate ideas and illustrate new teaching approaches. Such a stimulus needs to be high quality and relevant. (Donaldson 2011:96)

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