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Teachers Investigate Their Work: An introduction to action research across the professions 2nd New edition [Hardback]

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(University of Linz, Austria), (Universitat Klagenfurt, Austria), (University of Canterbury, New Zealand.), (University of South Florida, Tampa, FL)
  • Formāts: Hardback, 308 pages, height x width: 234x156 mm, weight: 612 g, 6 Tables, black and white
  • Izdošanas datums: 31-Oct-2007
  • Izdevniecība: Routledge
  • ISBN-10: 0415377951
  • ISBN-13: 9780415377959
Citas grāmatas par šo tēmu:
Teachers Investigate Their Work: An introduction to action research across the professions 2nd New editionPalielināt
  • Formāts: Hardback, 308 pages, height x width: 234x156 mm, weight: 612 g, 6 Tables, black and white
  • Izdošanas datums: 31-Oct-2007
  • Izdevniecība: Routledge
  • ISBN-10: 0415377951
  • ISBN-13: 9780415377959
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780415377959.html
Keywords:
Teachers Investigate Their Work introduces the methods and concepts of action research through examples drawn from studies carried out by teachers. The book is arranged as a handbook with numerous sub-headings for easy reference and fourty-one practical methods and strategies to put into action, some of them flagged as suitable `starters'. Throughout the book, the authors draw on their international practical experience of action research, working in close collaboration with teachers.



It is an essential guide for teachers, senior staff and co-ordinators of teacher professional development who are interested in investigating their own practice in order to improve it.
List of methods and strategies ix
List of figures xi
Acknowledgements xiii
1 Introduction: What will you find in this book?
1
The purposes of action research
5
Getting started: learning to be a researcher by doing research
7
Quick start guide in nine steps
9
Different kinds of action research
12
Features that distinguish action research as presented in this book
13
The contents of the book and how it might be used
14
2 The research journal: Companion to the research process
15
Why journals are useful for research
15
Some suggestions for writing research journals
18
Memos and in-depth reflection
23
An example taken from a research journal
24
Getting started
34
3 Finding a starting point for your own research
39
What do we mean by starting points for research?
39
Features of starting points
41
Sources for starting points
42
Issues for action research
44
Finding starting points
46
Approaches to choosing a starting point
49
4 Clarifying the starting point of research
56
From the 'First Impression'
56
Activating additional knowledge en route
60
Suggested methods for clarifying the starting point
63
Methods for clarifying the starting point
73
Using diagrams
77
Development or research?
86
5 Data collection
95
What is data?
95
Data collection methods
100
Existing archival data
101
Observing and documenting situations
104
Interviewing
125
The written survey
137
Collecting data as part of daily practice
143
A combined method: triangulation
144
Criteria for guiding the quality of action research
148
6 Data analysis
157
Making sense of data
157
Constructive methods of analysis
162
Developing categories and coding data
162
Metaphors in research
172
Critical methods of analysis
178
Complex methods of data analysis
181
7 Developing action strategies and putting them into practice
196
Practical action as an integral part of research
197
What are action strategies?
199
How can I find a variety of suitable action strategies?
203
How can I choose which action strategy to put into practice from the range of available alternatives?
205
How can I plan concrete steps to make sure I feel comfortable with my action strategy?
212
How can I check the results of action strategies and record the experiences I have gained?
213
8 Making practitioners' knowledge public
220
Why is it important to make practitioners' knowledge public?
220
Disseminating practitioners' knowledge: what?, how?, to whom?
224
Writing reports to disseminate practitioners' knowledge
229
Criteria to use in writing reports
234
Further ideas about writing
236
Assorted toolbox for producing written reports
239
9 Examples of action research studies published in journals
246
Two studies of classroom practice carried out by teacher-researchers
246
Two studies of action research led by university tutors, working collaboratively with students
251
Two articles on research within large-scale projects with the potential to influence change at the macro level of national policy
255
Articles focused on development work in socially disadvantaged communities
259
10 Behind the scenes: A theoretical foundation of action research 266
The roots of action research
266
Action research as educational innovation
267
Practitioners as members of a profession
268
Professional action
269
The value orientation of practice
274
The social positioning of professional action
275
Is practitioner research 'research'?
277
The iterativity of action research
279
Notes 281
References 284
Index 295


Bridget Somekh, BA, PGCE, Adv Dip Ed, MA, PhD, retired from her post as Professor of Educational Research in the Education and Social Research Institute at Manchester Metropolitan University in 2008. Since then she has been busy with overseas consultancy work in New Zealand, Malaysia and Hong Kong. You can visit her website at: www.bridgetsomekh.com



Herbert Altrichter, University of Linz, Austria.



Peter Posch, Universitat Klagenfurt, Austria.



Allan Feldman, University of Massachusetts, US.