Anderson, Lorin W. <br/><br/>
Inquiry, data and understanding :   a search for meaning in educational research 
/ Lorin W. Anderson 
 - London :  Routledge,  2004 
 - 264 p. 
<br/><br/> includes index 
<br/><br/>1.	Research, researchers, data and understanding<br/>I.	Introduction to section 1: time and learning <br/>2.	An empirical investigation of individual difference in time to learn<br/>3.	Instruction and time on task: a review <br/>4.	Time and timing <br/>5.	Introduction to section 2: factors influencing educational effectiveness<br/>6.	The relationship among teaching methods, student characteristics and student involvement in learning <br/>7.	Understanding teacher behavior in the classroom: a must for sound evaluation<br/>8.	The stability of school effectiveness indices across grades and subject matters<br/>9.	High school principals and school reform: lessons learned from a statewide study of project re:learning <br/>10.	Toward and understanding of unusually successful programs for economically disadvantage students<br/>11.	Why should reduce class size lead to increased student achievement?<br/>II.	Introduction to section 3: international perspectives<br/>12.	The classroom environment study: teaching for learning <br/>13.	What IEA studies say about teachers and teaching <br/>14.	Improving classroom teaching and learning : what American educators can learn from international research <br/>III.	Introduction to section 4: the nature and purpose of educational research<br/>15.	The role of conceptual frameworks in understanding and using classroom research <br/>16.	Inquiry, data and understanding: a search for meaning in educational research<br/>17.	Looking back, moving forward<br/>18.	New directions for school and classroom research <br/><br/> <br/> 
<br/><br/><label>ISBN: </label>9026519532 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Education -- Research.
<br/><br/><label>Dewey Class. No.: </label>370.72  / An2311