3.  develop research questions based on their own curiosity about teaching and learning in their classrooms;  examine their underlying assumptions about teaching and learning;  systematically collect data from and with their students;  share and discuss their data and research methodology with fellow teacher researchers;  analyze and interpret their data with the support of their colleagues;  write about their research;  share their findings with students, colleagues, and members of the educational community;  discuss with colleagues the relationships among practice, theory, and research;  assume responsibility for their own professional growth Source:

4.  Student Research Resources is a Subject Trace Blog developed and created by the Virtual Private Library. It is designed to bring together the latest resources and sources on an ongoing basis from the Internet to aid the student in performing research for their independent research projects as well as undergraduate and graduate

5.  The first thing to do when looking for a research topic: find a subject area that interests you. After all, you will be spending several hours researching and writing your paper, you don't want to be bored with your topic before you even start! Make sure to select a topic that is not too broad, but still has enough information on it to write a complete paper. With that in mind, take a look at some of the following sources for ideas:

6.  Documents in the News: Current Events Research  Frontline Hot Paper Topics  Hot Topics on the Internet  Idea Generator  Public Agenda Online.  Research Question  Persuasion Speakout.com -Issues

7.  http://www.kidsclick.org/ http://www.kidsclick.org/  This is a great site for students.  Teachers can also monitor students use by net tracker. This site make sure that information is accurate and safe.

8.  Organize all the information you have gathered according to your outline. Critically analyze your research data. Using the best available sources, check for accuracy and verify that the information is factual, up-to- date, and correct. Opposing views should also be noted if they help to support your thesis. This is the most important stage in writing a research paper. Here you will analyze, synthesize, sort, and digest the information you have gathered and hopefully learn something about your topic which is the real purpose of doing a research paper in the first place. You must also be able to effectively communicate your thoughts, ideas, insights, and research findings to others through written words as in a report, an essay, a research or term paper, or through spoken words as in an oral or multimedia presentation with audio-visual aids

9.  Interviews with students, parents, teachers  Checklists of skills, behaviors, abilities, movement, procedures, interactions, resources  Portfolios of a range of work from students of different abilities around a particular topic; a representation of a total experience; a collection of documents for analysis  Individual files of students' work (e.g., tapes, samples of work, art work, memos, photos of models/projects, reports), of students' opinions; of student attitudes, of students' experiences  Diaries/journals written by teachers, students, parents,

10.  Individual files of students' work (e.g., tapes, samples of work, art work, memos, photos of models/projects, reports), of students' opinions; of student attitudes, of students' experiences  Diaries/journals written by teachers, students, parents, class groups, teachers  Field notes/observation records - informal notes written by a teacher  Case study - a comprehensive picture/study of a student or a group of students

11.  Audiotapes of meetings, discussions in class or about data gathered, games, group work, interviews, whole class groups, monologues, readings, lectures, demonstrations  Videotapes of classrooms, lessons, groups, demonstrations, a day in a school, lunch times  Still photography of groups working, classrooms, faces, particular students over time, at fixed intervals in a lesson  Time-on-task analysis of students, teachers; over a lesson, a day, a week  Case study - a comprehensive picture/study of a student or a group of students

12.  Logs of meetings, lessons, excursions, school expectations, material used  Student-teacher discussion/interaction - records of comments and thoughts generated by students  Questionnaires of attitudes, opinions, preferences, information  Audiotapes of meetings, discussions in class or about data gathered, games, group work, interviews, whole class groups, monologues, readings, lectures, demonstrations  Videotapes of classrooms, lessons, groups, demonstrations, a day in a school, lunch times  Still photography of groups working, classrooms, faces, particular students over time, at fixed intervals in a lesson  Time-on-task analysis of students, teachers; over a lesson, a day, a week  Case study - a comprehensive picture/study of a student or a group of students

13.  You can use these helpful tools, to help your students research better, and also work independently.