Becoming a teacher through action research: process, context, and self-study
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Routledge
2010
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | IX, 250 S. Ill., graph. Darst. |
| ISBN: | 9780415801058 9780415801065 |
Internformat
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| 245 | 1 | 0 | |a Becoming a teacher through action research |b process, context, and self-study |c Donna Kalmbach Phillips and Kevin Carr |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a New York [u.a.] |b Routledge |c 2010 | |
| 300 | |a IX, 250 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Lehrer | |
| 650 | 4 | |a Teachers |x Training of | |
| 650 | 4 | |a Action research in education | |
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Datensatz im Suchindex
| _version_ | 1804141230868660224 |
|---|---|
| adam_text | TABLE OF CONTENTS: MAIN ROAD 205 DATAANALYSISAND INTERPRETATION 218
INTRODUCTION AND OVERVIEW OF DATA ARLALYSIS AND INTER- 220 PRETATION 224
ONGOING DATA ARLALYSIS, SYNTHESIS, AND DECONSTRUCTION A CYCLE FOR
ONGOING DATA ARLALYSIS 229 ORGANIZING DATA FOR ONGOING ARLALYSIS THE
ARLALYTIC MEMO AS ASPACE FOR REFLECTIVE PAUSE 237 CHANGING COURSES:
USING ONGOING ARLALYSIS TO REDIRECT 240 ANDL OR REFINE THE AR STUDY 250
100 2 3 LRVINGACTIONRESEARCH ASAPROFESSIONAL EDUCATOR LOOPING BACK AND
ARTICULATING WHAT YOU KNOW REVIEWING ACTION RESEARCH TECHNIQUE
RECONSIDERING TRIANGULATION ACTION RESEARCH AND YOUR FIRST YEAR
OFTEACHING ACTION RESEARCH, ENERGY, ENTHUSIASM, AND LOVINGYOUR JOB AS A
TEACHER BECOMING AN AGENT OF CHANGE THROUGH ACTION RESEARCH FORMING
AVISION, CREATING A PLAN BEGINNING AGAIN (AND ALWAYS) CONTE NT AND
PROCESS QUESTIONS SELECTED REFERENCES APPENDIXA: PERSONAL PARADIGM
SELF-TESTLSCORING GUIDE APPENDIX B: DATA SETLTEACHER IMAGES APPENDIXC:
DATA SET/TEACHER GIFTS AND CLOTHING APPENDIX D: DATA SET/TEACHERS
ACCORDING TO HOLLYWOOD APPENDIX E: DISSECTING AND REFORMULATING YOUR
CRITICAL QUESTION APPENDIX F: DATA-COL1ECTION TOOLS EXPLORED APPE DIXG:
RESEARCH DESIGN TEMPLATES APPENDIX H: GAINING PERMISSIONS/LETTER
TEMPLATE APPENDIX I: STRATEGIES FOR THINKING ABOUT DATA APPENDIX J:
EXAMPLES OF ARLALYTIC MEMOS APPENDIX K: PRACTICE DATA SET/ GRADE 9
BIOLOGY GLOSSARY REFERENCES INDEX TELLING THE STORY OFYOURACTIONRESEARCH
TELLING YOUR STORY HOW SHOULD ACTION RESEARCH SOUND? THE CULTURAL
CONTEXT OF ACADEMIC WORK GUIDELINES FOR GOING PUBLIC WITH YOUR ACTION
RESEARCH DEVELOPING PERSONAL AND PROFESSIONAL STYLE AND VOICE MOVING
FROM DATA INTERPRETATION TO PUBLIC PRESENTATION THE RESEARCH PAPER:
WRITINGYOUR STORY THE PORTFOLIO: SHOWING YOUR STORY USINGART FORMS TO
REPRESENTYOUR STORY USING POSTERS AND BROCHURES TO DISPLAYYOUR STORY
CELEBRATING AND SHARING: FIND JOY AND HUMILITY THROUGH ACTION RESEARCH
CONTENT AND PROCESS QUESTIONS DATA INTERPRETATION EVALUATING THE
TRUSTWORTHINESS OFYOUR INTERPRETATIONS: A CHECKLIST SUMMARY CONTENT
QUESTIONS PROCESS QUESTIONS 185 179 181 183 183 183 188 185 186 187 188
169 170 171 172 174 151 153 155 156 164 166 167 168 168 6 148 149 133
143 146 147 147 5 DISCOVERING ANAREAOFFOCUS 45 INTRODUCTION AND OVERVIEW
46 EXPLORING AREAS OF INTEREST: LISTENING TO SELF 46 EXPLORE YOUR SCHOOL
CONTEXT: LISTENING TO YOUR SETTING 50 BUILDING A RESEARCH COMMUNITY:
COLLEAGUES, COURSE- WORK, AND LITERATURE 60 FORMULATING A CRITICAL
QUESTION 64 SHARPENINGYOUR CRITICAL QUESTION 68 DISSECTINGYOUR CRITICAL
QUESTION 70 SUMMARY 71 CONTENT QUESTIONS 71 PROCESS QUESTIONS
ACTIONRESEARCH DESIGNANDMETHODOLOGY 72 INTRODUCTION TO DATA-COLLECTION
METHODS 77 DATA-COLLECTION (ASSESSMENT) STRATEGIES 80 UNDERSTANDING
TRIANGULATION 85 BRINGING IT ALL TAGETHER: YOUR RESEARCHER S NOTEBOOK 89
THE ACTION RESEARCH DESIGN 90 EVALUATING YOUR RESEARCH DESIGN FOR
TRUSTWORTHINESS 96 ETHICAL CONSIDERATIONS OF ACTION RESEARCH: GAINING
PERMISSIONS SUMMARY CONTENT QUESTIONS PROCESS QUESTIONS BECOMING
ASTUDENT TEACHER-ACTION RESEARCHER 10 IMAGES OFTEACHER AND RESEARCHER 12
EXPLORING ~CTION AND RESEARCH 18 PHILOSOPHICAL UNDERPINNINGS OF
ACTION RESEARCH 24 RESEARCH WORLDS, RESEARCH LIVES: FORMS OF ACTION
RESEARCH 32 FRAMEWORKS FOR ACTION RESEARCH COMMONLY USED BY PRESERVICE
TEACHERS 35 BEING A STUDENT TEACHER-ACTION RESEARCHER 37 CRITICAL
CONSIDERATIONS FOR BEING A STUDENT TEACHER- ACTION RESEARCHER 38 INSIDE
TRACK: SECRET, COVER, AND SACRED STORIES 40 RECONSTRUCTION: WHAT I UND
ERSTAND NOW ABOUT ACTION RESEARCH 42 CONTENT QUESTIONS 42 PROCESS
QUESTIONS 42 ACTION RESEARCH TODAY: RESOURCES AND WEBSITES OFTHE ACTION
RESEARCH COMMUNITY 99 99 99 4 VII ACKNOWLEDGMENTS 1 AN INTRODUGRORY
GUIDEANDINVITATION 1 112 116 117 122 130 CONTENTS TABLE OF CONTENTS:
CULTURAL CONTEXTS (CC) AND 8ELF-8TUDY (88) 8IDEROADS VII ACKNOWLEDGMENTS
I AN INTRODUCTORY GUIDE AND INVLTATION 4 CC INTRODUCTION TO THE CULTURAL
CONTEXT ACTIVITIES 7 SS INTRODUCTION TO THE SELF-STUDY ACTIVITIES 1
BECOMING A STUDENT TEACHER-ACTION RESEARCH ER 11 CC 1.1 TO DECONSTRUCT
15 SS 1.1 PERSONAL INTERVIEW 18 CC 1.2 IMAGES OF SCHOOL AND SOCIETY 2 50
54 57 67 3 77 81 DISCOVERING AN AREA OF FOCUS CC 2.1 GETTING TO KNOW
YOUR CLASSROOM CULTURE SS 2.1 IMAGES OF SELF AS STUDENT TEACHER-
RESEARCHER CC 2.2 ANALYZING SCHOOL DOCUMENTS CC 2.3 THE IMPORTANCE OF
CONTEXT FOR RAMON S ACTION RESEARCH PROJECT ACTION RESEARCH DESIGN AND
METHODOLOGY SS 3.1 RETHINKINGYOUR ACTION RESEARCH DESIGN THROUGH A
CULTURAL PROFICIENCY LENS SS 3.2 THE ACTION RESEARCH DESIGN AND CULTURAL
PROFICIENCY 88 90 92 95 4 101 109 111 114 131 136 143 CC 3.1 THE ART AND
CRAFT OF NEGOTIATION CC 3.2 WHEN NEW INFORMATION CHANGES THE DESIGN SS
3.3 ANALYZING/DECONSTRUCTINGYOUR ACTION RESEARCH DESIGN CC 3.3 A TALE OF
ONE MENTOR- TEACHER AND TWO STUDENT TEACHERS: THE CONTEXT AS YOU DATA
ANALYSIS AND INTERPRETATION CC 4.1 THE NUMBERS TELL THE STORY SS 4.1 THE
TEACHER- RESEARCHER AS STRATEGIE INTERVENTION SS 4.2 THE STUDENT
TEACHER-RESEARCHER AND CLASSROOM MANAGEMENT SS 4.3 SCAFFOLDING THE
LEARNING CC 4.2 READING EMPIRICAL RESEARCH: A QUICK GUIDE CC 4.3 A PRIM
ER FOR INTERPRETING EMPIRICAL RESEARCH CC 4.4 RESEARCH AND EDUCATIONAL
POLICY IN THE CLASSROOM
|
| any_adam_object | 1 |
| author | Phillips, Donna Kalmbach Carr, Kevin |
| author_facet | Phillips, Donna Kalmbach Carr, Kevin |
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| callnumber-first | L - Education |
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| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DN 7000 |
| ctrlnum | (OCoLC)369140950 (DE-599)BVBBV036122935 |
| dewey-full | 370.71 |
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| dewey-ones | 370 - Education |
| dewey-raw | 370.71 |
| dewey-search | 370.71 |
| dewey-sort | 3370.71 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 2. ed. |
| format | Book |
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| language | English |
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| spelling | Phillips, Donna Kalmbach Verfasser aut Becoming a teacher through action research process, context, and self-study Donna Kalmbach Phillips and Kevin Carr 2. ed. New York [u.a.] Routledge 2010 IX, 250 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Lehrer Teachers Training of Action research in education Handlungstheorie (DE-588)4113844-2 gnd rswk-swf Aktionsforschung (DE-588)4000957-9 gnd rswk-swf Lehrerbildung (DE-588)4035093-9 gnd rswk-swf Lehrerbildung (DE-588)4035093-9 s Aktionsforschung (DE-588)4000957-9 s DE-604 Handlungstheorie (DE-588)4113844-2 s 1\p DE-604 Carr, Kevin Verfasser aut Erscheint auch als Online-Ausgabe 978-0-203-86177-6 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=019012878&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Phillips, Donna Kalmbach Carr, Kevin Becoming a teacher through action research process, context, and self-study Lehrer Teachers Training of Action research in education Handlungstheorie (DE-588)4113844-2 gnd Aktionsforschung (DE-588)4000957-9 gnd Lehrerbildung (DE-588)4035093-9 gnd |
| subject_GND | (DE-588)4113844-2 (DE-588)4000957-9 (DE-588)4035093-9 |
| title | Becoming a teacher through action research process, context, and self-study |
| title_auth | Becoming a teacher through action research process, context, and self-study |
| title_exact_search | Becoming a teacher through action research process, context, and self-study |
| title_full | Becoming a teacher through action research process, context, and self-study Donna Kalmbach Phillips and Kevin Carr |
| title_fullStr | Becoming a teacher through action research process, context, and self-study Donna Kalmbach Phillips and Kevin Carr |
| title_full_unstemmed | Becoming a teacher through action research process, context, and self-study Donna Kalmbach Phillips and Kevin Carr |
| title_short | Becoming a teacher through action research |
| title_sort | becoming a teacher through action research process context and self study |
| title_sub | process, context, and self-study |
| topic | Lehrer Teachers Training of Action research in education Handlungstheorie (DE-588)4113844-2 gnd Aktionsforschung (DE-588)4000957-9 gnd Lehrerbildung (DE-588)4035093-9 gnd |
| topic_facet | Lehrer Teachers Training of Action research in education Handlungstheorie Aktionsforschung Lehrerbildung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=019012878&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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