Download PDF by Lin S Norton: Action research in teaching and learning : a practical guide

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 should you paintings in instructing and studying in universities, this publication should be vital analyzing if you wish to perform motion study all alone perform. Lin S Norton's inspiration of 'pedagogical motion study' has come from over 20 years' event of undertaking such learn, and greater than six years of encouraging colleagues to hold out small scale experiences at an institutional, nationwide and overseas point.

This available textual content illustrates what could be performed to enhance teaching/supporting studying through engaging in motion examine to deal with such questions corresponding to:

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

Action examine for educating and Learning bargains readers sensible suggestion on find out how 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 learn technique with the last word target of manufacturing a study 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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Additional resources for Action research in teaching and learning : a practical guide to conducting pedagogical research in universities

Sample text

In order to do this I want to use the device of describing two scenarios, both of which are based on a mix of elements of real life situations. David: Doomed to disappointment David is an ambitious young lecturer in biology, keen to try out a form of problem-based learning with his first-year module in cell physiology, even though his more experienced colleagues in the department are openly derisory about such a method. He persuades his head of department to allow him to redesign his module; he passes it through the necessary quality assurance processes and then proceeds to design an action research study.

They also considered the ethics of Jon researching his own students so agreed that Karen would interview them and transcribe the interviews, leaving Jon to carry out a thematic analysis. Their findings unearthed a number of factors that surprised them both:  the students relied far more on Jon’s recommendations than he had ever realised, so if an exact title was not available as an e-book, they would not look for an alternative;  the access to e-books was more complicated than Karen had realised and counter-intuitive, so students often gave up too soon in the process; but perhaps the most significant finding was that:  the interviewed students did not see the reading to be an essential part of the course, but an optional extra to the lecture material Jon provided them with.

Burchell and Dyson’s study explored these conceptions of reflection through interviews in which the supervisors actively contributed to the exploration of their own practice, and which the researcher used to produce pen portraits for each supervisor to help them reflect further through the perspective of 34 Why be a reflective practitioner? another. Group meetings enabled the participants to focus their reflection in a systematic way and use reference points provided by others in the group when considering their own individual practice.

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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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