Making Your Doctoral Research Project Ambitious

This book presents the doctoral dissertation process as not just a way of getting a qualification or even a method of learning how to do research better, but as a substantial and significant piece of research in its own right.****

Autorentext

Nadia Siddiqui is Associate Professor and Deputy Director of the Durham University Evidence Centre for Education (DECE), UK.

Stephen Gorard is Professor and Director of the Durham University Evidence Centre for Education (DECE), UK and a Fellow of the Academy of Social Sciences. ****

Inhalt

1. Thinking bigger: The importance of an ambitious doctoral research project Part I: EDUCATIONAL EFFECTIVENESS 2. School value-added measures: Undertaking policy- and practice-relevant methodological research 3. Is Progress 8 a valid and reliable measure of school effectiveness? 4. The stability problem in using value-added measurements for teacher performance evaluation 5. Does academic selection promote effectiveness and equity? Evaluating a classic topic using a new approach 6. Does instructional leadership make schools more effective? Evidence from the Maldives Part II: EDUCATIONAL IMPROVEMENT 7. Can co-operative learning and group-work help English language learners in Thailand? 8. The role of metacognition in the learning of English as a foreign language 9. Can Philosophy for Children improve critical thinking and attainment for Chinese secondary students? 10. Evaluating the impact of instruction on the critical thinking skills of English language learners in higher education 11. Can improving the "academic buoyancy" of secondary school students improve their school attendance? 12. Understanding the moral values of primary school children: A comparative study Part III: EVALUATING EDUCATION POLICY** 13. Free schools in England: Researching a (controversial) new policy reform using a mixed methods approach 14. Does absence from school influence attainment, and what is the best way to handle it? 15. Do expensive STEM enrichment activities make any difference to science and maths outcomes at school? 16. How fair are the indicators used in contextualised admission policies in China? 17. International comparisons at the crossroads of policy, practice and research: The case of school leavers' and graduates' information systems 18. Evidence translation strategies to promote the use of research results in schools: What works best? 19. The implications of these studies for new researchers