Engaging with educational research in the classroom through action research: A case study
Written by: George Davies-Craine and Matt Flory
10 min read
GEORGE DAVIES-CRAINE, HEAD OF GEOGRAPHY AND EDUCATION RESEARCH CHAMPION, LANCASTER GIRLS’ GRAMMAR SCHOOL, UK
MATT FLORY, ASSOCIATE ASSISTANT HEAD, LANCASTER GIRLS’ GRAMMAR SCHOOL, UK
Engaging in action research
Educational research is a cornerstone of effective teaching and learning. Teachers are, by nature, reflective practitioners who thrive in research-rich environments (BERA and RSA, 2014) and should be able to undertake educational research that benefits their students, in which their view is important in effective implementation.
By engaging actively with educational research, teachers are able to reflect more effectively on their practice and embed research-informed concepts into their pedagogy, improving students’ learning. This paper presents a case study in the use of educational theory in the classroom through action research.
A structure was put in place to guide teachers through the process. Action research was chosen because it is conducted by educators t
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