List of Figures List of Tables Series Editor’s Foreword1. Defining 2. Questioning 3. Deciding 4. Tools for Enquiry 5. Understanding 6. Embedding References Appendix I: Class 9G: Is Performance Linked to Particular Characteristics? Appendix II: City College: How Do the Learners Understand their Performance? Appendix III: Sandview Primary: Does Learner Identity Impact Performance? Appendix IV: Mooredge: How Do Different Groups of Learners Use Feedback?Index

Research Methods for Understanding Professional Learning is far more than a compendium of research tools; it is a thoroughgoing exploration of the ways in which systematic teacher inquiry can and should contribute to the enhanced professional growth of teachers. As well as providing excellent worked examples the book draws readers’ attention to a range of theoretical stances that support the arguments for professional learning as they emerge.

Engages with the complexity of practice in order to understand practitioner learning, introducing a framework for understanding practice and for designing research and developing research methods to investigate practice.

The Bloomsbury Research Methods for Education series provides overviews of the range of sometimes interconnected and diverse methodological possibilities for researching aspects of education such as education contexts, sectors, problems or phenomena. Each volume discusses prevailing, less obvious and more innovative methods and approaches for the particular area of educational research.More targeted than general methods textbooks, these authoritative yet accessible books are invaluable resources for students and researchers planning their research design and wanting to explore methodological possibilities to make well-informed decisions regarding their choice of methods.Series Editor:Melanie Nind, Professor of Education at the University of Southampton, UK, Co-Director of ESRC National Centre for Research Methods and Co-Editor of the International Journal of Research & Method in Education. Editorial Board:Pat Sikes, University of Sheffield, UKLiz Todd, University of Newcastle, UKMichele Schweisfurth, University of Glasgow, UKJuana Sancho Gil, University of Barcelona, SpainFernando Hernandez Hernandez, University of Barcelona, SpainLarry Suter, Consultant Statistician, USAMark Earley, Bowling Green State University, USAAaron Kuntz, University of Alabama, USASuzanne Carrington, Queensland University ofTechnology, Australia