Download Action Research in Teaching and Learning by Lin S Norton PDF

Library Management

By Lin S Norton

ISBN-10: 0203870433

ISBN-13: 9780203870433

A functional, down-to-earth advisor in the event you paintings in educating and studying in universities, this booklet could be crucial studying in case you wish to perform motion study on their lonesome perform. Lin S Norton's notion of 'pedagogical motion study' has come from over 20 years' event of conducting such examine, and greater than six years of encouraging colleagues to hold out small scale reviews at an institutional, nationwide and overseas point.

This available textual content illustrates what could be performed to enhance teaching/supporting studying via undertaking motion learn to handle such questions reminiscent of:

  • What am i able to do to enthuse my scholars?
  • What am i able to do to assist scholars turn into extra analytical?
  • How am i able to aid scholars to hyperlink idea with their perform?
  • What am i able to do to make my lecturing kind extra available?
  • What goes flawed in my seminars whilst my scholars do not speak?

Action examine for educating and Learning deals readers useful suggestion on the best way to study their very own perform in the next schooling context. it's been written in particular to take the reader via each one degree of the motion study technique with the last word aim of manufacturing a learn research that is publishable. Cognisant of the sector’s view on what's gave the impression to be ‘mainstream research’, the writer has additionally written a considerable theoretical part which justifies where of pedagogical motion learn with regards to reflective perform and the scholarship of training and learning.

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Additional resources for Action Research in Teaching and Learning

Example text

Action research enables us to reflect on our teaching in a systematic way (Parker, 1997). Reflective practice is inextricably related to continuing professional development which, in the current climate in higher education, puts us firmly at the centre of our own learning and self-development. The action research process encourages academics to take control of their own professional development by being active learners. Hannay, Telford and Seller (2003) argue that this is because action research:     encourages teacher ownership of the change initiatives; encourages collaboration; increases teacher willingness to invest time in addressing problems; gives teachers a voice.

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. As Kember says: Why be a reflective practitioner? 31 Employing an action research approach does not guarantee a change in beliefs. Action research projects, though, do at least provide a mechanism for perspective transformation through regular meetings with participants. (Kember, 2000: 32) This is, of course, only true in action research studies which are collaborative.

In so doing, I hope to have highlighted some that resonate strongly with you and perhaps triggered others that you might not consciously have thought of before. Fanghanel’s framework seemed a useful device to demonstrate some of the filters through which our perceptions are developed, and the hypothetical case studies have been added to illustrate how sometimes our action research efforts can be encouraged or subverted by the contexts in which we work. This knowledge is very important if you are to have the best chance of carrying out a pedagogical action research study that will influence and change matters to improve student learning.

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