Teachers - Teaching and Learning Research Programme

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Fig 2 Effects of studying research 22% confirmed views questioned views Improved views 49% 29%
5 Earlier it was reported that many of the teachers who said they had not been influenced by research had been less than ten years in the profession. This factor may be significant in that teachers with more positive attitudes tended to refer to research which was mainly carried out between ten and fifteen years ago. Important Issues in Education Following on from the proposition in the previous paragraph that teachers will act on relevant research, the second section of the questionnaire asked respondents to pick those educational issues where they would like more research to be carried out in the near future. Twenty-four statements were presented with a further six spaces left blank so that teachers could write in their own suggestions. Finally, teachers were asked to pick what they considered to be the three most important of their chosen issues and to list these in order of priority. The twenty-four listed issues will be examined before going on to consider the ones that teachers added to the list. The six most frequently mentioned issues were as follows: • Comparison of different teaching strategies which was chosen by 61% of teachers. • Models of effective classroom teacher behaviour which was selected by 57% of teachers. • Strategies for teaching different ability groups effectively which was mentioned by 54% of the teachers. • Improving motivation and tackling disengagement selected by 50% of teachers. • Developing creative thinking in pupils mentioned by 45% of teachers. • Effective whole class teaching which was selected by 40% of teachers. However, there were different priorities when teachers were asked to identify their three most important issues for further research. In analysing the degree of importance attached to a particular issue first choices were weighted three times as important as third choices and second choices were weighted two times as important.
Page 1 and 2: Integrating Theory and Practice: Te
Page 3 and 4: 3 Sources of Research and their Use
Page 5: 4 Areas of Research Influence The 2
Page 9 and 10: 7 The general trend is, as might be
Page 11 and 12: 8 The dominance of Curriculum Devel
Page 13 and 14: 10 More interesting were the result
Page 15 and 16: 12 The approach is now very differe
Page 17 and 18: 14 important for teachers to have k
Page 19 and 20: 16 pupil achievement. Teachers will
Page 21 and 22: 18 It might be no bad thing, howeve
Page 23: 20 Reynolds, D. (1998) Teacher Effe

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