000			02059nam a2200205Ia 4500
999			_c2558 _d2558
001			708
005			20200922100256.0
008			180716s9999||||xx |||||||||||||| ||und||
020			_a9026519532
040			_cPK-IsLIS
082			_a370.72 _bAn2311
100			_aAnderson, Lorin W.
245		0	_aInquiry, data and understanding : _ba search for meaning in educational research _c/ Lorin W. Anderson
260			_bRoutledge, _aLondon : _c2004
300			_a264 p.
500			_aincludes index
650			_aEducation -- Research.
942			_cBK
505	0		_a1. Research, researchers, data and understanding I. Introduction to section 1: time and learning 2. An empirical investigation of individual difference in time to learn 3. Instruction and time on task: a review 4. Time and timing 5. Introduction to section 2: factors influencing educational effectiveness 6. The relationship among teaching methods, student characteristics and student involvement in learning 7. Understanding teacher behavior in the classroom: a must for sound evaluation 8. The stability of school effectiveness indices across grades and subject matters 9. High school principals and school reform: lessons learned from a statewide study of project re:learning 10. Toward and understanding of unusually successful programs for economically disadvantage students 11. Why should reduce class size lead to increased student achievement? II. Introduction to section 3: international perspectives 12. The classroom environment study: teaching for learning 13. What IEA studies say about teachers and teaching 14. Improving classroom teaching and learning : what American educators can learn from international research III. Introduction to section 4: the nature and purpose of educational research 15. The role of conceptual frameworks in understanding and using classroom research 16. Inquiry, data and understanding: a search for meaning in educational research 17. Looking back, moving forward 18. New directions for school and classroom research