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Produktbild: Action Research in Education

Action Research in Education

Aus der Reihe Fundamentals of Applied Research

Fr. 909.00

inkl. gesetzl. MwSt., Versandkostenfrei

Beschreibung

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

14.06.2010

Herausgeber

Anne Campbell + weitere

Verlag

Sage Pubn

Seitenzahl

1240

Maße (B/H)

15.6/23.4 cm

Gewicht

2500 g

Sprache

Englisch

ISBN

978-1-84860-683-8

Beschreibung

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

14.06.2010

Herausgeber

Verlag

Sage Pubn

Seitenzahl

1240

Maße (B/H)

15.6/23.4 cm

Gewicht

2500 g

Sprache

Englisch

ISBN

978-1-84860-683-8

EU-Ansprechpartner

Kolibri 360 GmbH
Ettore-Bugatti-Straße 6-14
51149 Köln
DE
produktsicherheit@kolibri360.de

Herstelleradresse

SAGE Publications
1 Oliver's Yard 55 City Road
EC1Y 1SP London
GB
orders@sagepub.co.uk

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  • Produktbild: Action Research in Education
  • VOLUME ONE: HISTORICAL PERSPECTIVES IN ACTION RESEARCH IN SCHOOLS: FROM CURRICULUM DEVELOPMENT TO ENHANCING TEACHER PROFESSIONAL LEARNING
    Why Action Research? - Mary Brydon-Miller, Davydd Greenwood and Patricia Maguire
    Mapping the Field of Practitioner Research, Inquiry and Professional Learning - Anne Campbell and Olwen McNamara
    Relationships of Knowledge and Practice: Teacher learning in communities - Marilyn Cochran-Smith and Susan Lytle
    Democracy and Education - John Dewey
    The Teacher Research Movement: A decade later - Marilyn Cochran-Smith and Susan Lytle
    What is Evidence-Based Education? - Philip Davies
    Making Evidence-Based Practice Educational - John Elliott
    Building Educational Theory through Action Research - John Elliott
    People's Spaces in Global Processes: The response of the local - Orlando Fals Borda
    Connecting Action Research to Genuine Teacher Development - Jennifer Gore and Ken Zeichner
    The Knowledge Creating School - David Hargreaves
    The Use of Research to Improve Practice: A systematic review of the literature - Jane Hemsley-Brown and Caroline Sharp
    Between a Rock and a (Very) Hard Place: The ambiguous promise of action research in the context of state mandated teacher professional development - Mary-Lee and George Richardson
    Action Research and Minority Problems - Kurt Lewin
    Constructing a Territory for Professional Practice Research: Some introductory considerations - Ian Macpherson, Ross Brooker, Tania Aspland and Eve Cuskelly
    Professional, Personal and Political Dimensions of Action Research - Susan Noffke
    Action Research in Education: Addressing gaps in ethical principles and practices - Amanda Nolen and Jim Vander Putten
    Explorations in Teaching and Learning: A biographical narrative and some enduring issues - Andrew Pollard
    Action Research in Singapore Education: Constraints and sustainability - Hairon Salleh
    Research as a Basis for Teaching - Lawrence Stenhouse
    What Counts as Research? - Lawrence Stenhouse
    Practitioner Research - Ken Zeichner and Susan Noffke
    Accumulating Knowledge Across Self-Studies in Teacher Education - Ken Zeichner
    VOLUME TWO: DISTINCTIVE METHODOLOGIES EMPLOYED IN ACTION RESEARCH IN SCHOOLS
    The New Paradigm Wars: Is there room for rigorous practitioner knowledge in schools and universities? - Gary Anderson and Kathryn Herr
    Educational Research: The hardest science of all - David Berliner
    Guidelines for Quality in Autobiographical Forms of Self-Study Research - Robert Bullough, Jr and Stefinee Pinnegar
    Action Research as Critical Educational Science - Wilfred Carr and Stephen Kemmis
    Teacher Development Partnership Research: A focus on methods and issues - Ardra Cole and J. Gary Knowles
    Stories of Experience and Narrative Inquiry - F. Michael Connelly and D. Jean Clandinin
    Validity and Quality in Self-Study - Allan Feldman
    Linking Practice-Sensitive Researchers to Research-Sensitive Practitioners - Bernard Gifford and Nina Gabelko
    Action Research: A contradiction in terms - Martyn Hammersley
    Participatory Action Research: Communicative action and the public sphere - Stephen Kemmis and Robin McTaggart
    Participatory Teacher Development At Schools: Processes and issues - Mary Koutselini
    How Should Research Contribute to Instructional Improvement? The case of lesson study - Catherine Lewis, Rebecca Parry and Aki Murata
    Action Research - Susan Noffke and Bridget Somekh
    Comments on Bulterman-Bos: Research relevancy or research for change? - Susan Noffke
    Generalisation: The linchpin of evidence-based practice - Jill Robinson and Nigel Norris
    Expressions of Excellence and the Assessment of Applied and Practice Based Research - Alis Oancea and John Furlong
    From Technical Rationality to Reflection-in-Action - Donald Schön
    Teachers' Work and the Politics of Reflection - John Smyth
    VOLUME THREE: KEY EXAMPLES OF ACTION RESEARCH IN SCHOOLS WITHIN INTERNATIONAL SETTINGS
    Professional Learning that Makes a Difference: Successful strategies implemented by priority action schools in New South Wales - Beveridge, Susan Groundwater-Smith, Stephen Kemmis and Dianne Wasson
    Action Research in Practice: Critical literacy in an urban grade 3 classroom - Karyn Cooper and Robert White
    Inquiring Minds Want To Know: Action research at a New York City professional development school - Margaret Crocco, Bayard Faithfull and Sherry Schwartz
    Supporting Professional Learning through Action Research: Three case studies - John Elliott
    Transformative Approaches to Student Voice: Theoretical underpinnings, recalcitrant realities - Michael Fielding
    Final Report of Evaluative Inquiry into the Sustainability of Professional Learning Through School-based Action Learning Sydney and Wollongong Universities for AGQTP NSW - April 2005 2 Executive Summary and Case Study - Garry Hoban, Tony Herrington, Lisa Kervin, Robyn Ewing, Judy Anderson and David Smith
    Learning to Learn with Parents: Lessons from two research projects - Elaine Hall, Kate Wall, Steve Higgins, Linda Stephens, Irene Pooley and John Welham
    Learning How to Learn in Classrooms, Schools and Networks: Aims, designs analysis - Mary James, Paul Black, Robert McCormick, David Pedder and Dylan Wiliam
    Activities Using Collaborative Teacher Research to Determine the Impact of Professional Development School Activities on Elementary Students' Math and Writing Outcomes - Stephanie Knight, Donna Wiseman and Donna Cooner
    Just Showing Up: Supporting early literacy through teachers' professional communities - Gloria Ladson-Billings and Mary Louise Gomez
    Looking at Student Work for Teacher Learning, Teacher Community and School Reform - Judith Warren Little, Maryl Gearhart, Marnie Curry and Judith Kafka
    Race, Narrative Inquiry and Self-Study in Curriculum and Teacher Education - H. Richard Milner
    The UK's Teaching and Learning Research Programme: Findings and significance - Andrew Pollard
    Developing a Pedagogy of Opportunity for Students and Their Teachers: Navigations and negotiations in insider action research - Sharon Ravitch and Kathleen Wirth
    Enabling Students to Participate In School Improvement through a Students as Researchers Programme - Amanda Roberts and Judith Nash
    Participant Knowledge and the Meeting of Practitioner and Researcher - Karin Rönnerman
    Learning and Teaching Participation through Action Research: Experiences from an innovative masters programme - Peter Taylor and Jethro Pettit
    Teachers in Action Research: Assumptions and potentials - Yuen-Ling Li
    Listening to Teachers - Listening to Students: Substantive conversations about resistance, empowerment and engagement - David Zyngier