Action Research in Teaching and Learning: A Practical Guide by Lin S Norton

By Lin S Norton

A sensible, down-to-earth consultant if you happen to paintings in instructing and studying in universities, this booklet might be integral analyzing when you wish to perform motion examine all alone perform. Lin S Norton's proposal of 'pedagogical motion examine' has come from over 20 years' event of conducting such study, and greater than six years of encouraging colleagues to hold out small scale reports at an institutional, nationwide and foreign point.

This obtainable textual content illustrates what will be performed to enhance teaching/supporting studying via conducting motion examine to deal with such questions resembling:

  • 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 conception with their perform?
  • What am i able to do to make my lecturing variety extra obtainable?
  • What goes mistaken in my seminars while my scholars do not speak?

Action study for educating and Learning bargains readers functional suggestion on how you can study their very own perform in a better schooling context. it's been written in particular to take the reader via each one degree of the motion study approach with the final word aim of manufacturing a study research that is publishable. Cognisant of the sector’s view on what's seemed to be ‘mainstream research’, the writer has additionally written a considerable theoretical part which justifies where of pedagogical motion learn when it comes to reflective perform and the scholarship of training and learning.

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

Sample text

It is, therefore, addressing the question of why as opposed to how and, most important, it is about learning from this process. Moreover reflective practitioners are involved in comparing the quality of their teaching against experiences and knowledge of educational theory. Why be a reflective practitioner? 33 Reflection, therefore, leads to self-knowledge, and this is important if not fundamental to the development of lecturers. (Hammersley-Fletcher and Orsmond, 2005: 214) Reflective practice can take many forms but can also be quite daunting if you have never tried it before and do not know where to begin.

24 Why be a reflective practitioner? They used an action research framework in a Canadian school setting, as an alternative method of teacher appraisal, and found several benefits including significant shifts from:  being an artificial process to addressing real issues;  an event to a process;  isolated to collaborative (which in its turn had benefits for the school by making individual tacit knowledge collective explicit knowledge);  a concern with competency to that of professional learning. In an American study, Seida and Lemma (2004) investigated the long-term effects of undertaking action research on teachers who completed masters programmes of which an action research study was a capstone project.

26 Why be a reflective practitioner? Karen and Jon: Gaining a new perspective on an old issue Karen is a university librarian with several years’ experience who is interested in why students did not appear to take readily to using electronic books and wanted the actual physical books to be on the shelves. In a meeting of the library users’ group, Karen asked if any of the lecturers might like to take part in a small action research study and to her delight, Jon, an associate professor of history expressed an interest.

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