Becoming a teacher through action research: process, context, and self-study
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hoboken
Taylor and Francis
2014
|
| Ausgabe: | Third edition |
| Schlagworte: | |
| Beschreibung: | Formal Ongoing Analysis and the Reflective Pause Print version record |
| Beschreibung: | 1 online resource (xviii, 285 pages) illustrations |
| ISBN: | 9781317963851 1317963857 9781315867496 1315867494 9781317963868 1317963865 |
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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 |
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| 264 | 1 | |a Hoboken |b Taylor and Francis |c 2014 | |
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| 500 | |a Formal Ongoing Analysis and the Reflective Pause | ||
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| 505 | 8 | |a Cover; Half Title; Title Page; Copyright Page; Table of Contents; ACKNOWLEDGMENTS; INTRODUCTION: BECOMING A TEACHER THROUGH ACTION RESEARCH-AN INTRODUCTORY GUIDE AND INVITATION; Introduction to the Cultural Context Activities; Introduction to the Self-Study Activities; 1 BECOMING A STUDENT TEACHER-ACTION RESEARCHER; Images of Teacher and Researcher; Exploring "Action" and "Research"; Philosophical Underpinnings of Action Research; Research Worlds, Research Lives: Forms of Action Research; Frameworks for Action Research Commonly Used by Preservice Teachers | |
| 505 | 8 | |a Being a Student Teacher-Action ResearcherReconstruction: What I Understand Now About Action Research; Content and Process Questions; Self-Study 1.1: Personal Interview; Cultural Context 1.1: To Deconstruct; Cultural Context 1.2: Images of School and Society; 2 DISCOVERING AN AREA OF FOCUS; Introduction and Overview; Exploring Areas of Interest: Listening to Self; Explore your School Context: Listening to your Setting; Building a Research Community: Colleagues, Coursework, and Literature; Formulating a Critical Question; Sharpening Your Critical Question; Dissecting Your Critical Question | |
| 505 | 8 | |a Content and Process Questions; Self-Study 2.1: Images of Self as Student Teacher-Researcher; Cultural Context 2.1: Getting to Know Your Classroom Culture; Cultural Context 2.2: Analyzing School Documents; 3 ACTION RESEARCH METHODOLOGY; Introduction to Data Collection Methods; Trustworthy Data Collection; Data Collection Methods; Purpose and Data Collection; Understanding Triangulation; Bringing it all Together: Your Research Data Compilation; Problematizing Practice: Applying the Key Concepts of Data Collection; Synthesizing the Act of Data Collection; Content and Process Questions | |
| 505 | 8 | |a Self-Study 3.1: Personal Perspective and Reading the ClassroomCultural Context 3.1: The Art and Craft of Negotiation; Cultural Context 3.2: When "New" Information Changes the Design; 4 ACTION RESEARCH DESIGN; Introduction to Action Research Design; The Action Research Design; The Context of the Study: Setting, Participants, and Researcher; The Context of the Study: The Story Behind the Action Research Project; Insight from Distant Colleagues (Literature Review); Methodology: How the Problem, Dilemma, and/or Issue Will Be Addressed; Meaningful Results and Sharing | |
| 505 | 8 | |a Analyzing and Deconstructing the Action Research Design for Cultural CompetencySummary; Content and Process Questions; Self-Study 4.1: Rethinking your Action Research Design Through a Cultural Proficiency Lens; Self-Study 4.2: The Action Research Design and Cultural Proficiency; Cultural Context 4.1: Context Matters; 5 ONGOING DATA ANALYSIS; Introduction and Overview of Data Analysis and Interpretation; Shared Concepts of Ongoing Data Analysis and Final Data Interpretation; A Cycle for Ongoing Data Analysis; Informal Ongoing Analysis; Organizing Data for Ongoing Analysis | |
| 505 | 8 | |a Becoming a Teacher through Action Research, Third Edition skillfully interweaves the stories of pre-service teaching with the process of action research. This engaging text focuses specifically on the needs of pre-service teachers by providing assistance for all stages of the research experience, including guidance on how to select an area of focus, design a culturally-proficient study, collect and interpret data, and communicate findings. With an updated introduction and two new chapters, this revised edition fully develops a convincing response to the framing questio | |
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Datensatz im Suchindex
| _version_ | 1804177603462955008 |
|---|---|
| any_adam_object | |
| author | Phillips, Donna Kalmbach |
| author_facet | Phillips, Donna Kalmbach |
| author_role | aut |
| author_sort | Phillips, Donna Kalmbach |
| author_variant | d k p dk dkp |
| building | Verbundindex |
| bvnumber | BV044358024 |
| collection | ZDB-4-NLEBK |
| contents | Cover; Half Title; Title Page; Copyright Page; Table of Contents; ACKNOWLEDGMENTS; INTRODUCTION: BECOMING A TEACHER THROUGH ACTION RESEARCH-AN INTRODUCTORY GUIDE AND INVITATION; Introduction to the Cultural Context Activities; Introduction to the Self-Study Activities; 1 BECOMING A STUDENT TEACHER-ACTION RESEARCHER; Images of Teacher and Researcher; Exploring "Action" and "Research"; Philosophical Underpinnings of Action Research; Research Worlds, Research Lives: Forms of Action Research; Frameworks for Action Research Commonly Used by Preservice Teachers Being a Student Teacher-Action ResearcherReconstruction: What I Understand Now About Action Research; Content and Process Questions; Self-Study 1.1: Personal Interview; Cultural Context 1.1: To Deconstruct; Cultural Context 1.2: Images of School and Society; 2 DISCOVERING AN AREA OF FOCUS; Introduction and Overview; Exploring Areas of Interest: Listening to Self; Explore your School Context: Listening to your Setting; Building a Research Community: Colleagues, Coursework, and Literature; Formulating a Critical Question; Sharpening Your Critical Question; Dissecting Your Critical Question Content and Process Questions; Self-Study 2.1: Images of Self as Student Teacher-Researcher; Cultural Context 2.1: Getting to Know Your Classroom Culture; Cultural Context 2.2: Analyzing School Documents; 3 ACTION RESEARCH METHODOLOGY; Introduction to Data Collection Methods; Trustworthy Data Collection; Data Collection Methods; Purpose and Data Collection; Understanding Triangulation; Bringing it all Together: Your Research Data Compilation; Problematizing Practice: Applying the Key Concepts of Data Collection; Synthesizing the Act of Data Collection; Content and Process Questions Self-Study 3.1: Personal Perspective and Reading the ClassroomCultural Context 3.1: The Art and Craft of Negotiation; Cultural Context 3.2: When "New" Information Changes the Design; 4 ACTION RESEARCH DESIGN; Introduction to Action Research Design; The Action Research Design; The Context of the Study: Setting, Participants, and Researcher; The Context of the Study: The Story Behind the Action Research Project; Insight from Distant Colleagues (Literature Review); Methodology: How the Problem, Dilemma, and/or Issue Will Be Addressed; Meaningful Results and Sharing Analyzing and Deconstructing the Action Research Design for Cultural CompetencySummary; Content and Process Questions; Self-Study 4.1: Rethinking your Action Research Design Through a Cultural Proficiency Lens; Self-Study 4.2: The Action Research Design and Cultural Proficiency; Cultural Context 4.1: Context Matters; 5 ONGOING DATA ANALYSIS; Introduction and Overview of Data Analysis and Interpretation; Shared Concepts of Ongoing Data Analysis and Final Data Interpretation; A Cycle for Ongoing Data Analysis; Informal Ongoing Analysis; Organizing Data for Ongoing Analysis Becoming a Teacher through Action Research, Third Edition skillfully interweaves the stories of pre-service teaching with the process of action research. This engaging text focuses specifically on the needs of pre-service teachers by providing assistance for all stages of the research experience, including guidance on how to select an area of focus, design a culturally-proficient study, collect and interpret data, and communicate findings. With an updated introduction and two new chapters, this revised edition fully develops a convincing response to the framing questio |
| ctrlnum | (ZDB-4-NLEBK)ocn867928734 (OCoLC)867928734 (DE-599)BVBBV044358024 |
| dewey-full | 370.711 370.71/1 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.711 370.71/1 |
| dewey-search | 370.711 370.71/1 |
| dewey-sort | 3370.711 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | Third edition |
| format | Electronic eBook |
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| id | DE-604.BV044358024 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T07:50:42Z |
| institution | BVB |
| isbn | 9781317963851 1317963857 9781315867496 1315867494 9781317963868 1317963865 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029760655 |
| oclc_num | 867928734 |
| open_access_boolean | |
| physical | 1 online resource (xviii, 285 pages) illustrations |
| psigel | ZDB-4-NLEBK |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Taylor and Francis |
| record_format | marc |
| spelling | Phillips, Donna Kalmbach Verfasser aut Becoming a teacher through action research process, context, and self-study Donna Kalmbach Phillips and Kevin Carr Third edition Hoboken Taylor and Francis 2014 1 online resource (xviii, 285 pages) illustrations txt rdacontent c rdamedia cr rdacarrier Formal Ongoing Analysis and the Reflective Pause Print version record Cover; Half Title; Title Page; Copyright Page; Table of Contents; ACKNOWLEDGMENTS; INTRODUCTION: BECOMING A TEACHER THROUGH ACTION RESEARCH-AN INTRODUCTORY GUIDE AND INVITATION; Introduction to the Cultural Context Activities; Introduction to the Self-Study Activities; 1 BECOMING A STUDENT TEACHER-ACTION RESEARCHER; Images of Teacher and Researcher; Exploring "Action" and "Research"; Philosophical Underpinnings of Action Research; Research Worlds, Research Lives: Forms of Action Research; Frameworks for Action Research Commonly Used by Preservice Teachers Being a Student Teacher-Action ResearcherReconstruction: What I Understand Now About Action Research; Content and Process Questions; Self-Study 1.1: Personal Interview; Cultural Context 1.1: To Deconstruct; Cultural Context 1.2: Images of School and Society; 2 DISCOVERING AN AREA OF FOCUS; Introduction and Overview; Exploring Areas of Interest: Listening to Self; Explore your School Context: Listening to your Setting; Building a Research Community: Colleagues, Coursework, and Literature; Formulating a Critical Question; Sharpening Your Critical Question; Dissecting Your Critical Question Content and Process Questions; Self-Study 2.1: Images of Self as Student Teacher-Researcher; Cultural Context 2.1: Getting to Know Your Classroom Culture; Cultural Context 2.2: Analyzing School Documents; 3 ACTION RESEARCH METHODOLOGY; Introduction to Data Collection Methods; Trustworthy Data Collection; Data Collection Methods; Purpose and Data Collection; Understanding Triangulation; Bringing it all Together: Your Research Data Compilation; Problematizing Practice: Applying the Key Concepts of Data Collection; Synthesizing the Act of Data Collection; Content and Process Questions Self-Study 3.1: Personal Perspective and Reading the ClassroomCultural Context 3.1: The Art and Craft of Negotiation; Cultural Context 3.2: When "New" Information Changes the Design; 4 ACTION RESEARCH DESIGN; Introduction to Action Research Design; The Action Research Design; The Context of the Study: Setting, Participants, and Researcher; The Context of the Study: The Story Behind the Action Research Project; Insight from Distant Colleagues (Literature Review); Methodology: How the Problem, Dilemma, and/or Issue Will Be Addressed; Meaningful Results and Sharing Analyzing and Deconstructing the Action Research Design for Cultural CompetencySummary; Content and Process Questions; Self-Study 4.1: Rethinking your Action Research Design Through a Cultural Proficiency Lens; Self-Study 4.2: The Action Research Design and Cultural Proficiency; Cultural Context 4.1: Context Matters; 5 ONGOING DATA ANALYSIS; Introduction and Overview of Data Analysis and Interpretation; Shared Concepts of Ongoing Data Analysis and Final Data Interpretation; A Cycle for Ongoing Data Analysis; Informal Ongoing Analysis; Organizing Data for Ongoing Analysis Becoming a Teacher through Action Research, Third Edition skillfully interweaves the stories of pre-service teaching with the process of action research. This engaging text focuses specifically on the needs of pre-service teachers by providing assistance for all stages of the research experience, including guidance on how to select an area of focus, design a culturally-proficient study, collect and interpret data, and communicate findings. With an updated introduction and two new chapters, this revised edition fully develops a convincing response to the framing questio Action research in education Teachers / Training of EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Action research in education fast Teachers / Training of fast Lehrer Action research in education Teachers Training of Lehrerbildung (DE-588)4035093-9 gnd rswk-swf Handlungstheorie (DE-588)4113844-2 gnd rswk-swf Aktionsforschung (DE-588)4000957-9 gnd rswk-swf Lehrerbildung (DE-588)4035093-9 s Aktionsforschung (DE-588)4000957-9 s 1\p DE-604 Handlungstheorie (DE-588)4113844-2 s 2\p DE-604 Carr, Kevin Sonstige oth Erscheint auch als Druck-Ausgabe Phillips, Donna Kalmbach Becoming a Teacher through Action Research Hoboken : Taylor and Francis, 2014 9780415660495 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Phillips, Donna Kalmbach Becoming a teacher through action research process, context, and self-study Cover; Half Title; Title Page; Copyright Page; Table of Contents; ACKNOWLEDGMENTS; INTRODUCTION: BECOMING A TEACHER THROUGH ACTION RESEARCH-AN INTRODUCTORY GUIDE AND INVITATION; Introduction to the Cultural Context Activities; Introduction to the Self-Study Activities; 1 BECOMING A STUDENT TEACHER-ACTION RESEARCHER; Images of Teacher and Researcher; Exploring "Action" and "Research"; Philosophical Underpinnings of Action Research; Research Worlds, Research Lives: Forms of Action Research; Frameworks for Action Research Commonly Used by Preservice Teachers Being a Student Teacher-Action ResearcherReconstruction: What I Understand Now About Action Research; Content and Process Questions; Self-Study 1.1: Personal Interview; Cultural Context 1.1: To Deconstruct; Cultural Context 1.2: Images of School and Society; 2 DISCOVERING AN AREA OF FOCUS; Introduction and Overview; Exploring Areas of Interest: Listening to Self; Explore your School Context: Listening to your Setting; Building a Research Community: Colleagues, Coursework, and Literature; Formulating a Critical Question; Sharpening Your Critical Question; Dissecting Your Critical Question Content and Process Questions; Self-Study 2.1: Images of Self as Student Teacher-Researcher; Cultural Context 2.1: Getting to Know Your Classroom Culture; Cultural Context 2.2: Analyzing School Documents; 3 ACTION RESEARCH METHODOLOGY; Introduction to Data Collection Methods; Trustworthy Data Collection; Data Collection Methods; Purpose and Data Collection; Understanding Triangulation; Bringing it all Together: Your Research Data Compilation; Problematizing Practice: Applying the Key Concepts of Data Collection; Synthesizing the Act of Data Collection; Content and Process Questions Self-Study 3.1: Personal Perspective and Reading the ClassroomCultural Context 3.1: The Art and Craft of Negotiation; Cultural Context 3.2: When "New" Information Changes the Design; 4 ACTION RESEARCH DESIGN; Introduction to Action Research Design; The Action Research Design; The Context of the Study: Setting, Participants, and Researcher; The Context of the Study: The Story Behind the Action Research Project; Insight from Distant Colleagues (Literature Review); Methodology: How the Problem, Dilemma, and/or Issue Will Be Addressed; Meaningful Results and Sharing Analyzing and Deconstructing the Action Research Design for Cultural CompetencySummary; Content and Process Questions; Self-Study 4.1: Rethinking your Action Research Design Through a Cultural Proficiency Lens; Self-Study 4.2: The Action Research Design and Cultural Proficiency; Cultural Context 4.1: Context Matters; 5 ONGOING DATA ANALYSIS; Introduction and Overview of Data Analysis and Interpretation; Shared Concepts of Ongoing Data Analysis and Final Data Interpretation; A Cycle for Ongoing Data Analysis; Informal Ongoing Analysis; Organizing Data for Ongoing Analysis Becoming a Teacher through Action Research, Third Edition skillfully interweaves the stories of pre-service teaching with the process of action research. This engaging text focuses specifically on the needs of pre-service teachers by providing assistance for all stages of the research experience, including guidance on how to select an area of focus, design a culturally-proficient study, collect and interpret data, and communicate findings. With an updated introduction and two new chapters, this revised edition fully develops a convincing response to the framing questio Action research in education Teachers / Training of EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Action research in education fast Teachers / Training of fast Lehrer Action research in education Teachers Training of Lehrerbildung (DE-588)4035093-9 gnd Handlungstheorie (DE-588)4113844-2 gnd Aktionsforschung (DE-588)4000957-9 gnd |
| subject_GND | (DE-588)4035093-9 (DE-588)4113844-2 (DE-588)4000957-9 |
| 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 | Action research in education Teachers / Training of EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Action research in education fast Teachers / Training of fast Lehrer Action research in education Teachers Training of Lehrerbildung (DE-588)4035093-9 gnd Handlungstheorie (DE-588)4113844-2 gnd Aktionsforschung (DE-588)4000957-9 gnd |
| topic_facet | Action research in education Teachers / Training of EDUCATION / Essays EDUCATION / Organizations & Institutions EDUCATION / Reference Lehrer Action research in education Teachers Training of Lehrerbildung Handlungstheorie Aktionsforschung |
| work_keys_str_mv | AT phillipsdonnakalmbach becomingateacherthroughactionresearchprocesscontextandselfstudy AT carrkevin becomingateacherthroughactionresearchprocesscontextandselfstudy |