"Cross and Steadman defiantly fling open the doors of our closed-classroom culture.... Classroom Research continues the Jossey-Bass tradition of well-made books." --Faculty Development
"For the devoted college teacher, Classroom Research is a guidebook on how to become a classroom researcher. And, for those who are interested in teaching and learning as an academic interest, Cross and Steadman have taken a difficult topic and developed a useful resource not only on how to develop hypotheses and investigate how students learn, but on the research literature in various realms of student learning." --Tronie Rifkin, assistant director, ERIC Clearinghouse for Community Colleges, Graduate School of Education and Information Studies, University of California, Los Angeles, J. Staff, Program, & Organization Development
From the Inside Flap
Classroom Research is the eagerly awaited ?next step? resource to Thomas A. Angelo and K. Patricia Cross's bestselling guide, Classroom Assessment Techniques. Classroom Assessment Techniques offers faculty members a set of tools to identify what is working and what is not in their classrooms and the companion volume Classroom Research details a collaborative process for investigating teaching and learning issues. This technique engages teachers in problem-based discussions, integrates their teaching experience with recent research and theory on learning, and gives examples of Classroom Assessment and Classroom Research projects that can be carried out in any classroom. It provides a pathway into ?the scholarship of teaching? Designed to be used by faculty members in groups and in workshops, Classroom Research's case method approach illustrates ways to think about a variety of common learning issues. While the situations presented will be familiar to experienced teachers, the problems they pose are not easily solved. The cases show students in the process of learning, clearly illustrate their problems and perceptions, and focus on long-term issues such as memory, motivation, deep and surface learning, metacognition, learning strategies, gAnder issues, intellectual development, and critical thinking. The authors designed the discussion questions to provoke a lively exchange of ideas and interpretations and they show how faculty can acquire the critical knowledge—from research and literature as well as from students themselves—to determine some possible solutions.