Action Research in Teaching and Learning: A Practical Guide - download pdf or read online

By Lin S Norton

ISBN-10: 0203870433

ISBN-13: 9780203870433

ISBN-10: 0415437946

ISBN-13: 9780415437943

ISBN-10: 0415468469

ISBN-13: 9780415468466

A useful, down-to-earth consultant in case you paintings in educating and studying in universities, this booklet may be crucial studying should you want to perform motion examine on their lonesome perform. Lin S Norton's notion of 'pedagogical motion study' has come from over two decades' event of conducting such study, and greater than six years of encouraging colleagues to hold out small scale stories at an institutional, nationwide and foreign point.

This obtainable textual content illustrates what could be performed to enhance teaching/supporting studying by means of accomplishing motion examine to deal with such questions akin to:

  • What am i able to do to enthuse my scholars?
  • What am i able to do to assist scholars develop into extra analytical?
  • How am i able to support scholars to hyperlink idea with their perform?
  • What am i able to do to make my lecturing sort extra available?
  • What goes incorrect in my seminars whilst my scholars do not speak?

Action study for instructing and Learning bargains readers useful recommendation on the way to study their very own perform in a better schooling context. it's been written particularly to take the reader via each one level of the motion learn method with the last word target of manufacturing a learn examine that is publishable. Cognisant of the sector’s view on what's looked as if it would be ‘mainstream research’, the writer has additionally written a considerable theoretical part which justifies where of pedagogical motion study when it comes to reflective perform and the scholarship of educating and learning.

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Extra resources for Action Research in Teaching and Learning: A Practical Guide to Conducting Pedagogical Research in Universities

Sample text

7. The need to take action arising from the revised assumptions. (I am redesigning my courses to use lectures as spaces in which students become more actively involved in the topics I am presenting. I have been given so many suggestions by the staff development unit that I fear 30 Why be a reflective practitioner? the result might be a mishmash of innovative techniques which are exciting in themselves but which, if put together without an underlying pedagogical rationale, will possibly do more harm than good and confuse the students.

Stark (2006) has used action learning as an approach to professional development with a group of nursing professionals and educators (working in all three sectors). One of her main findings was that her participants from both professions found learning about learning was not only challenging but was painful because it related not only to professional development but to personal development. Indeed it is difficult to envisage how the one would occur without the other. Perhaps not surprisingly, some of Stark’s participants resisted such reflection and their learning was limited, meaning that they reverted to the familiar way of doing things.

In so doing, I will draw on the extensive literature as well as from my own experience as it would be curious in writing a chapter about reflective practice not to reflect oneself. As a practitionerresearcher, reflection is, in my view, fundamental to the whole cycle of carrying out a pedagogical action research study, but the whole concept is conceptualised in many different ways for many different purposes. In this chapter I will explore some of the more mainstream views of reflective practice and show how it fits with the cycles of carrying out an action research study.

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Action Research in Teaching and Learning: A Practical Guide to Conducting Pedagogical Research in Universities by Lin S Norton


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