Importance of Research In School Society And Teacher
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Research is important because it allows us to assess and review the quality of schools and education. It allows us to for improvement and policy change. It is help to find how research affects in your community. It is presents more information for examination. This is allow us for improvements based on better information and study. Education research is a field of inquiry aimed at advancing knowledge of education and learning processes and development of the tools and methods necessary to support this endeavor. The unifying purpose for education research is to build cumulative and sound knowledge about human and social process of fundamental significance to individuals, to groups, and to the larger society. Research in Islam;
All religions basically exhort human race to be righteous and eschew evil. But Islam goes beyond that. It guides us towards practical ways of achieving righteousness and eliminating evil from our individual and collective lives.
The Importance of Conducting Research in Educational Setting; Human beings conduct research every day. They do so in many different ways and in many different settings. One important area is education. Conducting research in an educational setting should be an important aspect of every educator’s professional life.
Best and Kahn (1993) describe research as
“The systematic and objective analysis and recording of controlled observations that may lead to the development of generalizations, principles, or theories, resulting in prediction and possibly ultimate control of events” Education in a research setting is done to improve school practices and at the same time to improve those individuals who strive to improve those practices (Best & Kahn, 1993).
The importance of impartial research to improve education standards and the quality of teaching. I think research is an important component of education studies and teacher development Research is not always a concept that practitioners, managers and policy makers respect. Too often it is seen as an academic activity conducted by others – to the profession, not with the profession. But I believe it should be respected. In fact I’d say education professionals are always learning, finding out things, analyzing information, adapting their behavior according to information received, looking to improve and adapting to modern demands. All of this constitutes research – whether professionals want to call it that or not.
Let’s briefly imagine the world of education without research: * On what would the learning and teaching experience be based without underpinning research? If education is not based upon research and evidence, then it runs the risk of being based upon one or more of the following: * Dogma
Education is a political football and can be used for propaganda and political purposes. I believe that there is a moral dimension to the profession – and to follow dogma blindly is wrong. Education should serve to liberate, and promote democracy and equality of opportunity. Given that we have all been to school, we all have views on how and what we were taught. The trouble is that we were taught in an age gone by – new theories and technological advances have taken, and are taking, place. Basing our practice solely on our own learning experiences, without reflection, mean education runs the risk of being outdated and not being forward-looking. Convenience and manageability are important, but the question is whose ‘convenience’? Teachers can occupy and even control pupils, as well as entertain them. But we have to ask if ‘learning’ takes place. Learning new things and new ways of behaving can be uncomfortable. It is not enough to base teaching and learning around convenience Research enables all of the above to be challenged. Basing decisions upon evidence is morally sound. Research can help teachers to understand what works and why, what the short and long-term implications are, provide a justification and rationale for decisions and actions, help to build a repertoire to help deal with the unexpected, identify problems, inform improvement and so forth.
Researches benefit the practitioner:
Practitioners have to comply to policy, but that does not mean following a prescribed formula. Teachers can adapt it to fit the individual needs of their own pupils. But teachers are accountable. The public must have faith in the profession – and attitudes to education vary across many social groups – so the performance of teachers can be demonstrated through the publication of research findings. Teachers project their own personality upon learning experiences. Sometimes this is intuitive and these decisions can either be successful or fail. Research methodologies give teachers the tools to analyse and make informed decisions about their practice. Research helps teachers to share with colleagues. Too often research looks backwards and there are lessons to learn. Research should be future oriented and designed to benefit learners rather than the researchers themselves.
IMPORTANCE OF RESEARCH IN TEACHING Marion MacLean and Marian Mohr (1999) explain that the term teacher-researcher is an important term to them because it has redefined their roles as teachers. Teachers are subjective insiders involved in classroom instruction as they go about their daily routines of instructing students, grading papers, taking attendance, evaluating their performance as well as looking at the curriculum. Traditional educational researchers who develop questions and design studies around those questions and conduct research within the schools are considered objective outside observers of classroom interaction. But when teachers become teacher-researchers, the “traditional descriptions of both teachers and researchers change. Teacher-researchers raise questions about what they think and observe about their teaching and their students’ learning. They collect student work in order to evaluate performance, but they also see student work as data to analyze in order to examine the teaching and learning that produced it” The Importance of Teacher Research to the Classroom Teacher Why is Teacher Research important to me?
Many teachers already overburdened with curriculum requirements, accountability requirements, and all the day-to-day pressures of keeping a classroom running wonder why they should take on one more thing. To them, I can truthfully say, Teacher Research is not an add-on; it is a way of being! When you look at your classroom from a stance of “How can I make teaching/learning better?” you are taking a Teacher Researcher stance. Teacher Research is not something done TO us; it is something done BY us. The goal of Teacher Research is to put “Best Practices” about teaching/learning into actual practice in your classroom. And the person who does that is you, the classroom teacher. My first experience with Teacher Research occurred seven years ago. A colleague and I conducted research about how multiple intelligences theory could impact student learning. We saw effects far beyond those we had read about. That research affected me so profoundly that I now organize my classroom within a multiple intelligences framework.
My classroom centers are related to the different intelligences, I teach children to value and respect the “different kinds of smart,” and I invite children into the classroom community of learners by “opening windows” (Gardner) to their strengths and interests. Two years later, I changed the way I organized my writing and art centers to reflect a philosophy of “communicating in one hundred languages” (Reggio Emilia, Italy). I discovered that children are capable of communicating emerging understandings in many more ways than simply via pencil/paper. Again, the “Communication Center” is now a major part of my classroom.
This past year, I conducted a year-long research project on the relationship between play and learning. The twists and turns of my research journey opened many doors for my students and me. The enriched classroom environment that resulted would not have occurred without the research stance, question, and journey. Teacher Research empowers teachers to make a positive difference in terms of classroom practice; it enables us to provide relevant information about teaching and learning in actual classrooms. Most importantly, by engaging in reflective practice, the Teacher Researcher improves the lives of students by always seeking to discover better, more effective ways of implementing teaching/learning IMPORTANCE OF RESEARCH IN SCHOOLS
The Importance Of Research IN Study:
Research is important when conducted correctly because it helps us to understand and possibly even solve existing or possible problems in the world. This could be anything from social issues to medical breakthroughs. Governments carry out research all of the time in order to come to conclusions about policies and strategies. They will often choose experts in the particular field to go out and carry out in-depth research to help them out. Without this research and knowledge, it would be difficult to make a change in the world. It would also mean that changes wouldn’t be fully considered which could result in bigger problems in the long run. If a problem is evident, for example gun crime, it is essential to understand what has caused the problem and why people continue to take part in such illegal activity even though they know it is fundamentally wrong. Research will aim to answer these questions so that informed decisions can be made about what strategies will help. The Importance Of Research In Our Daily Life:
We all carry out research regularly, though we don’t always know that this is what we are doing. Especially now with the internet, most of us look up different products, holiday options etc every day – we research most things before we buy them or join them or whatever. We also look up information – for example, you hear about a news item on the radio and then look it up to find out more.