Research

The aim of this area is to give you some short cuts to relevant research material that will offer you guidance on undertaking action research, and will inform your classroom practice. Look also to the reading and relevant websites areas for more ideas. 

Word file: An introduction to action research (93 KB) 

This paper from Noel Patterson, Lecturer in English Language, University of Paisley, acts as an introduction to action research. It gives a definition of the term, provides a model of the process of action research, explains the advantages of this method of research and provides answers to criticisms that will be reassuring to first timers. 

Word file: Building Bridges Area Seminar - Aberdeen September 30th - Personal reflections by Dr Geoff Lewis (23 KB) 

Personal thoughts from Dr Geoff Lewis, Lecturer in Curriculum Studies, University of Aberdeen, after the seminar on 30 September, based on the input and conversations of the day. These cover the features of action research; the need to be principled, systematic and sustained, and why contextualising the research makes it valuable. 

Publishes and distributes a variety of resources on action research for teachers. The practitioner research section contains free, downloadable papers. 

Paper intended to guide teacher researchers planning small-scale studies. Wynne Harlen, SCRE. 

Paper discussing the nature of research and identifying some of the questions which it is important to address at the planning stage and to return to throughout the life of any study. Sally Brown, Stirling University. 

Account of an action research project exploring the reading habits of a sample of boys and girls in S1 and S2, and describing how the findings led to the establishment of an out-of-school support scheme. Julie Simons, Highland Council. 

Paper focusing on learning by school-age children, assisted by the family and/ or peers, and supported and managed by professional teachers. An outline of the essential concepts of peer-assisted and parent-assisted learning, followed by discussion of some specific practical evidence of its use in reading, writing, spelling and thinking skills. Keith Topping, University of Dundee. 

This research was carried out with one first year class in three secondary schools. The purpose was to help the authors, both actively engaged with teaching reading at this level, to prepare in-service materials. The work was awarded joint first prize in the SCRE Practitioner Awards for 1996. Jenny Allan and Annette Bruton. 

This University of Cambridge Faculty of Education project has three main strands. In the first strand John Gray is looking at existing data from the National Curriculum Statutory tests and also from the QCA optional tests to examine the nature of the dips (if any) in pupils' progress. Maurice Galton and colleagues are evaluating the ways in which schools and LEAs are seeking to overcome some of the problems associated with the move of pupils from one school to another. Finally Jean Rudduck and her team are exploring the transition from one year to the next within a school and particularly the impact of friendships on pupil progress. 

This research was commissioned by QCA, to look at the 'dip' which many children experience when they change from primary to secondary school. The University of Cambridge Local Examinations Syndicate Evaluation Team (Alistair Pollitt) looked at the areas of reading and writing in the early years of secondary school. This report explains the studies carried out, and looks into the reasons for the dip.

If you come across a good resource, please share it with us by contacting the Building Bridges content editor.