The Kit comprises six books (6 volumes) of 765 pages. There is no strict order in which they should be read, but this one is probably as good as any – except that you might read Building your Academic Career both first and last. 1. Building your Academic Career encourages you to take a proactive approach to getting what you want out of academic work whilst being a good colleague. 2. Getting Started on Research is for people in the earlier stages of development as a researcher. 3. Writing for Publication. 4. Teaching and Supervision looks at issues you may face both in teaching undergraduates and in the supervision of graduate research students. 5. Winning and Managing Research Funding explains how generic university research funding mechanisms work so that you will be better equipped to navigate your way through the financial maze associated with various funding sources. 6. Building Networks addresses perhaps the most slippery of topics, but also one of the most fundamental.
This book is based on results from a National Science Foundation-supported project aimed at clarifying the nature of principles that govern the effective use of emerging new research designs in mathematics and science education. The project involved a series of mini-conferences in which leading researchers in mathematics and science education developed detailed specifications for the book, as well as planning and revising chapters to be included. Chapters also were field tested and revised during a series of doctoral research seminars that were sponsored by the National Center for Improving Student Learning & Achievement in Mathematics & Science at the University of Wisconsin.
Extensively updated and revised, this new edition urges teachers to engage in the debate about educational research by undertaking meaningful research themselves. Kincheloe argues that only by engaging in complex, critical research will teachers rediscover their professional status, empower their practice in the classroom and improve the quality of education for their pupils.
This survey originally appeared in N. L. Gage (editor) handbook of Research on Teaching published by Rand McNally Company in 1963, under the longer title "Experimental and Quasi-Experimental Designs for Research on Teaching." As a result, the introductory pages and many of the illustrations come from educational research. But as a study of the references will indicate, the survey draws from the social science in general, and the methodological recommendations are correspondingly broadly appropriate.
NOTE: Reprinted from Handbook of Research on Teaching
Second language acquisition (SLA) and foreign language learning (FLL) have been and continue to be viewed by many as largely unrelated fields of research or at best being only weakly connected disciplines. Over ten years ago, Frechette (1976: 377) noted that, 'By and large, observation of classroom practices and talks with classroom teachers have revealed that many feel a large portion of [SLA research] efforts are of little relevance to them'.
