Atjaunināt sīkdatņu piekrišanu

E-grāmata: Teachers Investigate Their Work: An Introduction to Action Research across the Professions 3rd edition [Taylor & Francis e-book]

(Universitat Klagenfurt, Austria), (University of Linz, Austria), (University of South Florida, Tampa, FL), (University of Canterbury, New Zealand.)
  • Formāts: 354 pages, 25 Line drawings, black and white; 2 Halftones, black and white
  • Izdošanas datums: 24-Apr-2018
  • Izdevniecība: Routledge
  • ISBN-13: 9781315398822
Citas grāmatas par šo tēmu:
  • Taylor & Francis e-book
  • Cena: 155,64 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standarta cena: 222,34 €
  • Ietaupiet 30%
  • Formāts: 354 pages, 25 Line drawings, black and white; 2 Halftones, black and white
  • Izdošanas datums: 24-Apr-2018
  • Izdevniecība: Routledge
  • ISBN-13: 9781315398822
Citas grāmatas par šo tēmu:
Now in its third edition, Teachers Investigate Their Work introduces both the theoretical concepts and the practical methods necessary for readers wishing to develop their action research.

Drawing from studies carried out by teachers and other professionals, as well as from the authors own international practical experience, the book provides detail on multiple educational contexts from primary education to university training and beyond. It contains over 50 practical methods and strategies to put into action, and explores key areas, such as:











the purpose, roots, and varieties of action research





collaborating with a critical friend, research participants, or your peers





choosing a data collection method





observing and documenting situations





making sense of your data





action research for professional development.

This key text also provides crucial tools, such as:











a simple quick start nine step guide





a toolbox for producing written reports





a criteria for guiding the quality of action research.

A concise yet thorough introduction to action research, Teachers Investigate Their Work is an essential, practical, and easily accessible handbook for teachers, senior staff, and researchers who want to engage in innovation and improve their practice.
List of figures
ix
List of methods and strategies
x
Authors xii
1 Introduction: what will you find in this book?
1(15)
The purposes of action research
6(2)
Getting started: learning to be a researcher by doing research
8(1)
Quick start guide in nine steps
9(4)
Features that distinguish action research as presented in this book
13(1)
The contents of the book and how it might be used
14(1)
Notes
14(2)
2 The research journal: companion to the research process
16(30)
The role of journals in research
17(3)
Some suggestions for writing research journals
20(7)
Memos and in-depth reflection
27(2)
An example taken from a research journal
29(9)
Getting started
38(7)
Notes
45(1)
3 Collaborating with others
46(18)
Collaborating with your critical friend
48(1)
Collaborating with research participants
49(1)
Collaborating with peers
50(13)
Note
63(1)
4 Finding and clarifying a starting point for your own research
64(50)
What do we mean by starting points for research?
64(3)
Features of starting points
67(1)
Sources for starting points
68(2)
Issues for action research
70(2)
Finding starting points
72(1)
Your personal search for a starting point could be facilitated by the following exercises
73(3)
Approaches to choosing a starting point
76(4)
Clarifying the starting point of research
80(2)
From the "first impression"
82(4)
Clarifying the starting point through reconnaissance
86(5)
Clarifying the starting point by introducing changes in existing situations
91(1)
Clarifying the starting point through the elaboration of practical theories
91(8)
Holistic and analytic perspectives
99(1)
Methods for clarifying the starting point
100(4)
Using diagrams
104(9)
Notes
113(1)
5 Developing a research plan and collecting data
114(68)
What are data?
114(6)
Data collection methods
120(1)
Observing and documenting situations
121(11)
Audio recording observations
132(6)
Photography
138(1)
Making video recordings
139(1)
Existing archival data
140(2)
The action researcher as detective
142(2)
Advantages and disadvantages of using existing data
144(2)
Interviewing
146(8)
After the interview
154(1)
Some suggestions for earning how to interview
154(3)
Sample interviews for different practice situations
157(2)
Sources of misinformation in interviews
159(1)
Narrative data
160(1)
The written survey
161(2)
Suggestions for the design and use of surveys
163(3)
Collecting data as part of daily practice
166(2)
A combined method: triangulation
168(4)
Criteria for guiding the quality of action research
172(10)
6 Data analysis
182(44)
Making sense of data
182(3)
Constructive methods of analysis
185(2)
Developing categories and coding data
187(9)
Metaphors in research
196(8)
Narrative analysis
204(3)
Critical methods of analysis
207(3)
Complex methods of data analysis
210(2)
Stage 1 Identification of patterns
212(2)
Stage 2 Significance of the patterns
214(1)
Stage 3 Effects of the patterns
215(2)
Stage 4 Relationship between the pattern and the practitioner's intentions
217(1)
Stage 5 New actions
218(1)
Dilemma analysis
219(7)
7 Developing action strategies and putting them into practice
226(29)
Practical action as an integral part of research
227(2)
What are action strategies?
229(4)
How can I/we find a variety of suitable action strategies?
233(4)
Group decision making for choosing among alternative action strategies
237(8)
Planning concrete steps to enact my/our action strategy
245(1)
How can I/we check the results of action strategies and record the experiences I/we have gained?
246(3)
Unexpected results from action strategies
249(6)
8 Making practitioners' knowledge public
255(33)
Why is it important to make practitioners' knowledge public?
255(1)
Making practitioner knowledge public for professional reasons
256(2)
Making practitioner knowledge public for personal reasons
258(1)
Making practitioner knowledge public for political reasons
259(2)
Disseminating practitioners' knowledge: to whom, what, and how?
261(1)
Possible audiences for action research
261(1)
Deciding on what you want to say
262(1)
Methods of reporting
262(1)
Reporting action research
263(1)
Arts-based forms of reporting
264(2)
Oral reports, workshops, and in-service education
266(1)
Acting on results
266(1)
Written reports
266(8)
Getting started with writing
274(2)
Toolbox for producing written reports
276(5)
Suggestions for improving technique
281(1)
Learning to be flexible in writing
282(1)
Criteria to use in writing reports
283(3)
Further ideas about writing
286(1)
Note
287(1)
9 Examples of action research studies published in journals
288(19)
Studies of classroom practice carried out by teacher-researchers
289(4)
Examples of participatory action research
293(6)
Self-studies
299(3)
Action research for professional development
302(4)
Coda
306(1)
Notes
306(1)
10 Behind the scenes: a theoretical foundation of action research
307(19)
The roots of action research
307(1)
The "standard" story
307(1)
The other players
308(2)
Is action research "research"?
310(2)
Action research as educational innovation
312(1)
Varieties of action research
313(4)
Practitioners as members of a profession
317(1)
Professional action
317(5)
The iterativity of action research
322(1)
The value orientation of practice
323(1)
Final thoughts
324(1)
Notes
325(1)
References 326(19)
Index 345
Allan Feldman is Professor of Science Education and Teacher Education in the Teaching and Learning Department of the College of Education, University of South Florida, USA.

Herbert Altrichter is Full Professor of Education and Educational Psychology and Director of the Linz School of Education at Johannes Kepler University, Austria.

Peter Posch was Professor of Education at the Institute of Education, University of Klagenfurt, Austria, until his retirement.

Bridget Somekh was Professor of Educational Research at Manchester Metropolitan University, UK, and is now Adjunct Professor at the University of Canterbury, New Zealand.