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1.
Robin McTaggart 《Educational Action Research》2013,21(3):313-337
Action research is now common in educational and social practices of various kinds. The renaissance of this valuable approach to social enquiry has many virtues, but success is somewhat soured by cooption of some of the techniques occasionally used by action researchers for the technical improvement of practices, the Implicit values of which are poorly understood and timidly questioned. Naive cooption is accompanied by both traditional and new critique. Like most approaches to educational and social research, action research (or some people's impressions of it) has been subjected to critique by theorists of the so‐called post‐modern turn. These critiques have become prematurely Judgemental, and though drawing on what some see as powerful theoretical resources, are somewhat oblivious to the breadth and dynamism of action research theory and practice and dismissive of the achievements of action researchers who often work in contexts decidedly more risky than the academies which nurture and reward critique. Action research remains a diverse and thoroughly Justified and preferred mode of educational and social enquiry, continuing to address the concerns of both its practitioners and its critics. 相似文献
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The development of a science education that includes a focus upon the nature of science suggests the need for “pedagogic tools” that can be used to engage children with the procedural understandings that are central to the scientific approach to enquiry. This paper reports on a collaborative action research project that focused on the use of secondary data as just such a “tool” for stimulating engagement with procedural understandings among primary school children. It argues that the comparative analysis of secondary and investigative data can provide a basis for such engagement. However, such comparative analysis will only mirror the collaborative nature of the scientific enterprise where children have guided opportunities to discuss their understanding of the issues revealed by the comparisons. The research suggests that children work best with this data if the scientific approach to enquiry is contextualized through connection with the knowledge claims made in science. 相似文献
3.
赵晓红 《宁夏师范学院学报》2006,27(2):94-99
1.My context:I was once greatly influenced by the traditionalteaching methodology applied by almost all my previousteachers,and my classroom teaching practice was quiteteacher-centered.As a college teacher,I placed a signifi-cant emphasis on bringingknowl… 相似文献
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《Teaching in Higher Education》2013,18(3):359-371
This paper describes an action research enquiry conducted at the State College of Education, Vienna. The author's main concern was the implementation of a Sociology course using English as the language of instruction. The paper describes the context in which the project took place, the main ideas of action research, the stages in planning, the adjustments which had to be made and the methods of evaluation. The results show many benefits for the students, the institution and the author. However, the costs of implementation also have to be taken into account. A critical reflection is given which makes it clear that institutional support is absolutely necessary for long-term success. 相似文献
6.
Mark A. Pike 《Educational Action Research》2013,21(1):27-44
This article takes as its starting point the notion that the extent to which action research is accepted or rejected as a valid means of enquiry and professional development is largely determined by occupational culture and the ideology of individuals who corporately constitute that culture (Adlam, 1999; Li et al, 1999). Here, the view that the values and ideologies of teachers cannot be separated from their teaching or research into their teaching (Day, 1998) is illustrated in relation to a politically significant and strategically placed group of teachers. With the advent of the National Literacy Strategy in high (secondary) schools in the United Kingdom, there is a need for English teachers to reevaluate the nature of the subject they teach, which is being redefined, as well as their pedagogy. The beliefs of this distinct group of practitioners are explored, and it is suggested that they are positioned, ideologically, culturally and politically to be receptive to and benefit from action research. As the current emphasis on literacy and therefore on the ‘adult needs’ and ‘crosscurricular’ models of their subject contrasts sharply with this group's timehonoured valorisation of the ‘personal growth’ model of English characterised by imagination and creativity, action research is seen to provide an opportunity for these practitioners to reflect on their ‘conscious and unconscious doings’ (Altrichter et al, 1993, p. 6). Throughout this article, reference is made to the author's experience of conducting a 3-year longitudinal action research project as a high (secondary) school teacher of English funded by the ESRC (Pike, 2000a,b,c,d, e), although the intention in this article is to explore the degree of epistemological and ideological congruence between the values and beliefs of English teachers, and some prevalent features of action research 相似文献
7.
Dissidence,difference and diversity in action research 总被引：1，自引：1，他引：0
Marion Dadds 《Educational Action Research》2013,21(2):265-282
This article served two purposes. First and foremost, it gave the author an opportunity to re-visit, and acknowledge, some ways in which her professional relationship with John Elliott and other professional friends influenced her work in action research. Second, it enabled the author to revisit current ideas held in two areas of interest that have, over the years, grown out of departure from, as well as identification with, John's own work. The first relates to the personal and emotional dimensions of theory in action research and the second, to issues of methodological creativity. In re-visiting these two areas of interest, the author tries to synthesise them in a new way in order to explore the connections between the personal, the emotional and the innovative in action research methodology. In this, the article attempts to link issues related to the ‘I’ of the action researcher with the ‘we’ of the collaborative research group. It is argued that our ‘self’ is implicated deeply in action research methodology, whatever form that might take. The emotional and social climate in which the ‘I’ operates is consequential. This means that we need to take a holistic view of the action researcher as person, and of collaborative colleagues as enablers and supporters, if we are to optimise the powers that can be brought to the process of enquiry and change. The article also tries to be ‘true’ to the notion that one's ideas, theories and work are shaped by what Wayne Booth calls ‘the company we keep’. 相似文献
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This paper details a collaborative action research enquiry undertaken while both authors worked at the University of Glasgow. It explores the use of class debates as a teaching method in an International Management Honours course as the framing context for developing students' capacity to assess their own and each other's learning through the debates. In addition, issues of assessment for grading purposes are signalled and explored with the students. The collaborating partners in the study were a Management Studies lecturer and a Higher Education Studies lecturer, who worked together on the framework for the debates, reflected on the unfolding process together, and collected and analysed evidence. This case suggests that the debates enabled students to develop a critical view of the topics under discussion and to acquire a number of 'transferable skills', for example, team work. On peer grading, students were ambivalent. While self-and peer assessment appears to work well for formative purposes, summative peer assessment may not be welcomed by students. 相似文献
9.
Dianne Bills 《International Journal for Academic Development》2013,18(1):85-97
Teaching reform in higher education has frequently been informed by investigations into conceptions of learning held by students and by teachers. Such work has been extended into research education, with the study of experienced researchers' conceptions of research providing a basis for enquiry into the way research is experienced by the various participants in research education. This paper reports research designed to investigate research supervisors' conceptions of research as they were produced in focus group conversations. Using techniques of membership categorisation analysis, discourses are identified that privileged university‐based research and researchers over other forms of research and other ways of knowing, in particular over the interests of professional/practitioner researchers and over the legitimacy of research conducted in workplaces outside the university. It is argued that such discourses have the potential to be problematic for professional and industry‐based practitioner researchers as they seek to construct authoritative researcher identities. Further interrogation of the categorisation work that sustains these discourses offers the opportunity to make their assumptions explicit, which has implications for supervisors' reflective practice and professional development. 相似文献
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The starting point for this article is the authors' ongoing collaborative enquiry into professional practice, which primarily aims to improve and develop our roles in Staff and Educational Development in Higher Education (HE). Part of this action research cycle includes an empirical study carried out in the authors' institution to find out how academic colleagues view their work practices. They identify the major difficulties faced in supporting the professional development of these staff and argue that to be effective within a culture that encourages individualism, and that is driven by a disciplinary-research agenda, those who have responsibility for academic professional development should promote the idea of teachers as researchers. They argue that a research approach to development, centred on individual practice and learning, should be considered by those who engage in professional learning. Beyond these issues, the study also provides a snapshot of academic values in a research-led Higher Education Institution in Britain in the late 1990s. 相似文献
11.
David Carr 《Journal of Philosophy of Education》2001,35(3):461-476
Interpretations of educational theory as essentially empirical conceive education and teaching as skill-based technologies which can be scientifically researched. Those in the educational research community who resist this picture nevertheless often regard good educational practice as empirically researchable by more 'particularistic' means (for example, action research). However, this chapter argues that such empiricist approaches neglect or distort what are essentially moral rather than scientific or technical questions. On this view, education is essentially a moral practice, ethical deliberation lies at the heart of principled educational enquiry and the expertise of teachers is better conceived in terms of virtues rather than skills. 相似文献
12.
This article reports on research into the student experience of enquiry in two tasks in a university pharmacy course. Students were required to investigate through a field trip how a community pharmacy operated to meet customer needs and the requirements of the Health System in which it operated. Students were also required to investigate interactions and other properties of particular medicines through an online research task. This study looked at the student experience of enquiry in these contexts and the implications of the findings of that investigation for the debate about how digital literacy might relate to experiences of effective enquiry. The study presents evidence that suggests aspects such as variation in approaches to enquiry are an indicator of the extent of student success rather than the technologies ‘per se’. Analysis of the student population data, interviews and open-ended comments in surveys identified qualitatively different experiences of enquiry in both the community pharmacy context and the online investigation. The outcomes suggest that the way students approach and conceive of enquiry is closely related to the quality of their outcomes, and that this appears to be a more significant factor in the nature of effective enquiry than their classification as digital natives as a result of their age. 相似文献
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David Skidmore 《Cambridge Journal of Education》2006,36(4):503-514
This article reviews the existing literature on the relationship between dialogue and pedagogy, examining the concepts of dialogic instruction, dialogic enquiry and dialogic teaching. It submits these concepts to critical scrutiny and explores questions which remain to be resolved in the field. It is argued that a dialogic mode of engagement with learners has the potential to bring about a narrowing of the gap in educational outcomes. The structural conditions of schooling and current assessment policy are seen as constraints on the development of a dialogical pedagogy. The article identifies the affective conditions for learning created by different patterns of teacher–student interaction as a neglected line of enquiry, which future research could profitably pursue. 相似文献
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Roy Prentice 《The International Journal of Art & Design Education》2002,21(1):72-81
This paper is an account of an action research project funded by the Teacher Training Agency and co‐ordinated by the Institute of Education, University of London. It critically considers the features, methodology and main findings of an enquiry into the nature of art and design components of courses of primary initial teacher education in nine institutions of higher education in the U.K. The project provides evidence to support ways in which primary teachers can effectively transform their subject knowledge in art and design into subject‐specific pedagogical knowledge. The value — for the participants — of a collective case study approach to research, along with some wider implications for art and design courses in initial teacher education are also identified. 相似文献
15.
《学习科学杂志》2013,22(3):379-428
There is increasing agreement among those who study classrooms that learning is likely to be most effective when students are actively involved in the dialogic coconstruction of meaning about topics that are of significance to them. This article reports the results of an extended collaborative action research project in which teachers attempted to create the conditions for such dialogue by adopting an inquiry approach to the curriculum. A quantitative comparison between observations made early and late in the teachers' involvement in the project showed a number of significant changes in the characteristics of teacher–whole-class discourse, with a shift toward a more dialogic mode of interaction. Nevertheless, the initiation-response-follow-up (IRF) genre continued to be pervasive. Despite this, when the same observations were examined qualitatively, there was clear evidence of an increase over time in the teachers' adoption of a "dialogic stance." The article concludes with a consideration of the relationship between the choice of discourse formats and the enactment of a dialogic stance. 相似文献
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Gráinne Conole Eileen Scanlon Karen Littleton Lucinda Kerawalla Paul Mulholland 《Educational Media International》2013,50(4):277-292
This paper describes a participatory design approach to the development of inquiry‐based learning supported through a technology toolkit. The work is part of an interdisciplinary project – Personal Inquiry (PI). The paper focuses on the approach we adopted, concentrating in particular on the two mediating artefacts we used to guide and frame the design process during two design workshops. The first mediating artefact used was an inquiry framework developed as part of the wider PI project and the second was Kellett’s enquiry research bubbles, which is a framework to guide enquiry‐based thinking processes. The paper reports on data collected during the workshops and reflects on the value of the approach adopted. The paper also explores the PI‐team’s own reflections on the design process and its role in the overall project. 相似文献
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《International Journal of Educational Research》1997,27(3):233-244
This paper reports part of an investigation of children's ideas about explanation and enquiry in history carried out by project CHATA in 3 primary and 6 secondary schools in England. Three sets of tasks were administered on three separate occasions to children aged from 7 to 14 years of age (N=320). Responses to one task exploring children's ideas about the explanation of action in history are discussed. Almost all children (including the 7 year olds) could offer plausible reasons for individual action in history, and there was a progression from emphasis on personal desires to an awareness of the need to explain action by relating purposes to the agent's situation. 相似文献
19.
The need for research is asserted, and its essential features (if it is to be useful) are described. The need for co‐operation between schools and research departments is stressed and explained. Three experiments, linked by their common basis in J. S. Bruner's work, are described. These illustrate some of the features of research set out in the opening section. Their ‘pilot’ nature is used to show how research may suggest further lines of fruitful enquiry. 相似文献
20.
Wouter Sanderse 《Educational Action Research》2016,24(4):446-459
This article explores what it means for teachers to engage in and evaluate students’ character education, by examining the connections between action research and Aristotelian virtue ethics. These connections are explored in two ways. Firstly, the article examines what perspective action research has on how moral education, understood in an Aristotelian way, can be implemented and evaluated. While character education may be hot in educational theory, academic advances have not always reached teachers, heads of school, policy-makers and politicians. Secondly, a specifically Aristotelian approach to action research is explored that may help teachers to understand how action research about character education in schools can best be conducted. After a comparison of the three major action research paradigms, ‘Aristotelian action research’ is described as a kind of dialogical enquiry that contributes to the growth of teachers’ practical wisdom, which, in turn, has an effect on children’s character development. The article ends with suggestions as to how research about character education could be improved if we shift our attention from making character programmes more ‘effective’ to extending and refining teachers’ own practical wisdom and virtue. 相似文献