Get Action Research in Teaching and Learning: A Practical Guide PDF

By Lin S Norton

ISBN-10: 0203870433

ISBN-13: 9780203870433

ISBN-10: 0415437946

ISBN-13: 9780415437943

ISBN-10: 0415468469

ISBN-13: 9780415468466

A sensible, down-to-earth advisor should you paintings in educating and studying in universities, this e-book may be fundamental interpreting should you want to perform motion learn all alone perform. Lin S Norton's suggestion of 'pedagogical motion learn' has come from over two decades' adventure of conducting such examine, and greater than six years of encouraging colleagues to hold out small scale reports at an institutional, nationwide and foreign point.

This available textual content illustrates what could be performed to enhance teaching/supporting studying by way of undertaking motion learn to deal with such questions reminiscent of:

  • 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 aid scholars to hyperlink thought with their perform?
  • What am i able to do to make my lecturing kind extra obtainable?
  • What goes fallacious in my seminars whilst my scholars do not speak?

Action study for instructing and Learning bargains readers functional recommendation on easy methods to examine their very own perform in a better schooling context. it's been written particularly to take the reader via every one level of the motion examine approach with the last word target of manufacturing a examine learn that's publishable. Cognisant of the sector’s view on what's appeared to be ‘mainstream research’, the writer has additionally written a considerable theoretical part which justifies where of pedagogical motion learn on the subject of reflective perform and the scholarship of training 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

Three institutions were involved and, of the three, two appeared to take well to the new methods but the third institution largely abandoned the new dialogic teaching approach. This, Gravett says, was caused in part by the lack of support and belief in the methods from the top. This study illustrates how action research can only be as effective as the support structures which underpin it. Collaborative reflective practice and action research Pedagogical action research may, then, be one way of giving us at least the opportunity to fundamentally question some of the things we hold most dearly.

The basic premise is that individuals (in a learning set which meets regularly) develop questions from their experiences at work, in order to find potential solutions through a cycle of identifying the issue and implementing a course of action, monitoring the effects, refining the action, retesting and so on. In this respect it is very close to action research. Kember describes collaborative action learning and action research as poles of an action spectrum where both have the same assumption that learning is predicated on active experience and improvements come about through cyclical processes.

To look at our own teaching and facilitating student learning, however honest we are with ourselves, does pose limitations. It is difficult to confront yourself and challenge beliefs and practices which have become valued routines, and, if you seek to change them, may be disruptive and uncomfortable (Day, 1993; 2000). We are unlikely to see our own weaknesses particularly if they are personal ones, so we need other people to tell us such things. Very importantly, other people are sometimes our students but sometimes their feedback and evaluations can be affected by other factors.

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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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