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Offering updated references, questions for reflection, the latest case studies, and current advice relating to data protection and storage, this second edition of Enhancing Practice through Classroom Research provides an accessible introduction to understanding and improving teaching and learning through a process of reflection, research, and action. Divided into five parts, this self-study action research approach emphasises the positive aspects of enhancing practice and reflects how this can lead to higher levels of teacher autonomy and agency. With the addition of a chapter dedicated to the links between action research and well-being, this book provides a step-by-step guide to beginning your own research and covers topics such as: Identifying an area of professional concern or interest Exploration of educational values Developing a better understanding of practice Thinking critically about educational practices Finding a research methodology Drawing on the authors' new experiences of working with second level, third level, and postgraduate educators, as well as their work designing postgraduate programmes in the field of critical reflection and self-study action research, this friendly guide provides a straightforward approach to classroom research. It is the perfect resource for all student and practising teachers looking for support in classroom research, as well as those wanting to pursue effective professional development or further studies in an area of interest.

Caitriona McDonagh is an education consultant in postgraduate teacher education and action research. She previously researched her practice as a teacher of students with special education needs. Mary Roche lectured in teacher education. An education consultant, passionate about literacy, dialogical pedagogy, and action research, she is the author of Developing Children's Critical Thinking through Picturebooks (Routledge 2015). Bernie Sullivan is a retired primary school principal and committed practitioner researcher. She is an educational consultant and supervises postgraduate action research projects. She is a reviewer for EJOLTS, and co-convener of NEARI. Mìrín Glenn has extensive experience as a teacher and now works as a consultant for classroom research. Her work as co-convener of NEARI reflects her passion for values-based research.

Online resource; title from digital title page (viewed on September 16, 2019).

Includes bibliographical references (pages 211-226) and index.

<P>Foreword</P><P>Acknowledgements</P><P>Introduction</P><P>Section One: Thinking Professionally -- Reflecting on Practice</P><P>Chapter 1: Identifying an Area of Professional Concern or Interest</P><P>Chapter 2: Further Exploration of Educational Values</P><P>Section Two: Critical Thinking About Practice</P><P>Chapter 3: How Can I Develop a Better Understanding of my Practice?</P><P>Chapter 4: Thinking Critically about Educational Practices</P><P>Section Three: What to do about the Questions Identified</P><P>Chapter 5: How Do I Show the Situation as it is, and as it evolves?</P><P>Chapter 6: Finding a Research Methodology</P><P>Section Four: Generating Evidence from Data -- Making Meaning</P><P>Chapter 7: Providing Evidence of Enhanced Practice</P><P>Chapter 8: Developing Theory from Practice</P><P>Section Five: Action Research and Well-Being</P><P>Chapter 9: Promoting Well-Being through Self-study Action Research</P><P>Conclusion</P><P>Bibliography</P><P>Index</P>