Are there universal standards for researching education, or should different standards be employed for researching in different contexts? As more and more educational research is conducted through collaborative networks involving partners from different countries, the issue of how researchshould be conducted is becoming increasingly important.This is especially important in research efforts that bring together researchers from the global 'South'- countries or settings that are economically and technologically less developed, sometimes termed 'developing countries'-and the 'North'. While many of these partnerships have fosteredcollaborative research networks in which Northern and Southern partners participate on equal terms, including both concrete collaborative research projects and research capacity development, these collaborations have raised thorny issues about how to conduct research when researchers andparticipants do not speak the same language, and where there are different notions of epistemology and ontology.This book is the first collection of essays specifically addressing the issue of whether the research methods of the 'North' are appropriate for conducting educational research in the 'South'. It brings together descriptions and critical analyses of research methodologies and methods from a range ofcontexts, written by experts from a range of geographical and cultural contexts, and will be useful to anyone who is involved in conducting, or supporting those engaged in, social enquiry.

Research Methodologies in the 'South'

Reference

Halai, Anjum

William, Dylan

Writing, Research & Publishing Guides

Oxford University Press

What are the most cost-effective ways of ensuring that today’s students have the skills they need for an uncertain and unpredictable future? In this lecture, Dylan William argues that if we are serious about raising student achievement, the only way to do this is by investing in the professional development of teachers. Not all investments are equally effective, and some, such as helping teachers make greater use of assessment for learning, are more effective than others, such as increasing teacher content knowledge. If we are to be successful, however, as well as being clear about what we want teachers to do differently, we have to understand why changing teachers’ practice is so difficult. This will require radical changes in the way we treat teacher professional development.

Assessment for Learning: Why, What and How? (IOE Inaugural Professorial Lectures)

Education & Teaching

Schools & Teaching

UCL IOE Press

If we are to maintain our status as one of the world's leading economies and secure our economic futures, and if we want our students to thrive in the impossibly complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. The author faces this challenge head-on by making a case for the important role of formative assessment in increasing teacher quality and student learning.
 Formative assessment plays an important role in increasing teacher quality and student learning when it's viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in-depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students.
 Benefits
 * Presents five key strategies with research evidence to show the impact of each
 * Includes over 50 practical techniques for classroom formative assessment
Contents Introduction Chapter 1: Why Educational Achievement Matters Chapter 2: The Case for Formative Assessment Chapter 3: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria Chapter 4: Eliciting Evidence of Learners Achievement Chapter 5: Providing Feedback That Moves Learning Forward Chapter 6: Activating Students as Instructional Resources for One Another Chapter 7: Activating Students as Owners of Their Own Learning Epilogue References and Resources

Embedded Formative Assessment

Solution Tree

Embedded Formative Assessment If we are to maintain our status as one of the world's leading economies and secure our economic futures, and if we want our students to thrive in the impossibly complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. The author faces this challenge head-on by making a case for the important role of formative assessment in increasing teacher quality and student learning.Formative assessment plays an important role in increasing teacher quality and student learning when it's viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in-depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students.Benefits Presents five key strategies with research evidence to show the impact of each Includes over 50 practical techniques for classroom formative assessment

See the best price to sell, buy, or rent books by William, Dylan. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by William, Dylan

See the best price to sell, buy, or rent books by William, Dylan. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Research Methodologies in the 'South'

Assessment for Learning: Why, What and How? (IOE Inaugural Professorial Lectures)

Embedded Formative Assessment

Embedded Formative Assessment