Issue
27(1)
Practitioner
Research for Educators: A Guide to Improving Classrooms and Schools.
(2005). Viviane Robinson
and Mei Kuin Lai. Thousand Oaks, CA: SAGE Publications. 240 pp.,
$34.95. ISBN # 0761946845.
Review
by: Patrice
J. Hudson
International
Studies
Portland
State
University
Portland,
Oregon
Advisors
with a passion for improving student learning and achievement
will find that they have much in common with Robinson and Lai.
These authors are ardent about the use of problem-based methodology
(PBM) by teachers and school leaders to investigate, examine and
test their practices and implicit theories. PBM was designed by
Robinson for educators as a tool to improve overall performance.
Robinson argues that the best way for teachers to learn from research
is to conduct it themselves. The authors found that this method
led to improved student achievement in historically underachieving
New Zealand
schools.
The
authors acknowledge that even though busy teachers have little
time to pursue substantial research, research must become a part
of teachers' professional lives. Research improves student outcome,
develops context-specific solutions, provides effective professional
development, and helps sustain improvements in teaching and learning.
The authors argue that even small scale findings have value and
note that they found overlap between teachers in different settings
who tackle common problems. One teacher expressed a common thought:
"I am surprised when students do not understand my instructions-I
assume they are clear. The problem is they are clearer to me,
in my head, than they are when expressed to others" (pg 127).
Robinson and Lai offer PBM as the answer to this common dilemma.
The
book provides detailed PBM instructions that still allow for flexibility.
PBM can accommodate different research methods with one central
purpose: "to explain, evaluate, and improve teaching practices
in ways that are rigorous as well as relevant to the particular
context in which a teacher is working" (Pg 15). One type of learning
tool presented is the "ladder of inference" which starts with
a pool of available information and climbs upward as the researcher
selects, describes, interprets, evaluates, theorizes, and concludes.
A similar model is illustrated as a "ladder to increase validity."
The authors explain how to plan research ethically using a step-by-step
study design, proposal template, sample interviews, questionnaires,
observations, and data collection. They detail how to analyze
trial data during collection noting that "While most data analysis
happens after the information is gathered, it should begin while
information is still being collected. It is too late once all
your teacher interviews have been completed, for example, to discover
that the information is too sketchy to provide convincing answers
to your questions" (pg. 141).
The
authors note that an invaluable component of research is the written
research report. A written report can be a worthwhile challenge
because it requires a sharpness of thought and expression; it
creates a public record that contributes to the body of knowledge
about the topic as it provides tangible evidence of accomplishments.
Above all, a written report demonstrates possibility and encourages
colleagues. The authors conclude that teachers who use PBM to
rigorously inspect their own practice are the building blocks
of "cultures of inquiry" (pg. 211).
Advisors who
also teach will find value in this book as they look for ways
to improve the effectiveness of their instruction. Those interested
in implementing PBM will find that the book gives precise instruction
including outlines, details, and summaries supported by real examples
of success.
