Ann Childs – författare

''[A] really important book […] the growth of interest in teachers in England taking part in educational research is significant.''

– John Furlong, Emeritus Professor of Education, Oxford University, UK.

Mobilising Teacher Researchers brings together the results of a research project carried out over a two-year period, commissioned by the National College for Teaching and Leadership and involving over 650 schools in England.

An internationally renowned group of contributors present crucial and intriguing lessons learnt from the ''Closing the Gap: Test and Learn'' project, aimed at identifying ways in which to close the attainment gap, raise the achievement of disadvantaged children in England, and introduce new research methods into schools. From the project’s policy origins to its implementation, the book captures the diverse range of outcomes from the project, both intended and unexpected. It reveals the ways and extent to which teachers were mobilised as researchers, and how analysis will impact on the future of research-informed practice in schools.

This resulting collection of evolutionary debates focuses on topics such as new forms of governance, teacher engagement and the effectiveness of Randomised Controlled Trials. It foregrounds new approaches to school-based educational research, and is crucial reading for anyone concerned with educational research, and seeking to understand education for social mobility.

''[A] really important book […] the growth of interest in teachers in England taking part in educational research is significant.''

– John Furlong, Emeritus Professor of Education, Oxford University, UK.

Mobilising Teacher Researchers brings together the results of a research project carried out over a two-year period, commissioned by the National College for Teaching and Leadership and involving over 650 schools in England.

An internationally renowned group of contributors present crucial and intriguing lessons learnt from the ''Closing the Gap: Test and Learn'' project, aimed at identifying ways in which to close the attainment gap, raise the achievement of disadvantaged children in England, and introduce new research methods into schools. From the project’s policy origins to its implementation, the book captures the diverse range of outcomes from the project, both intended and unexpected. It reveals the ways and extent to which teachers were mobilised as researchers, and how analysis will impact on the future of research-informed practice in schools.

This resulting collection of evolutionary debates focuses on topics such as new forms of governance, teacher engagement and the effectiveness of Randomised Controlled Trials. It foregrounds new approaches to school-based educational research, and is crucial reading for anyone concerned with educational research, and seeking to understand education for social mobility.

Classroom-based Interventions Across Subject Areas explores cutting-edge educational research that has real potential to support the improvement of classroom practice. Written by expert researchers and practitioners, it provides empirically tested and theory-based approaches that practitioners can use to improve learning in classroom settings.

This edited volume provides examples of classroom-based interventions in English, mathematics, science, languages, history, and geography. Taking as its basis research which has been conducted in actual classrooms with close collaboration between researchers and practitioners, this text will help researchers and practitioners understand how and why interventions can be successful or not. The text further considers the broad theoretical and practical issues that derive from intervention studies, including the nature of collaboration between researchers and teachers and ways of adapting effective classroom-based interventions for use in different contexts. Offering insight into the methodology behind successful classroom-based interventions, this text will be essential reading for students of education, trainee teachers, and all those concerned with how educational research can impact on teaching and learning.