By Lin S Norton

ISBN-10: 0203870433

ISBN-13: 9780203870433

ISBN-10: 0415437946

ISBN-13: 9780415437943

ISBN-10: 0415468469

ISBN-13: 9780415468466

A sensible, down-to-earth consultant should you paintings in instructing and studying in universities, this publication could be critical examining should you want to perform motion study all alone perform. Lin S Norton's proposal of 'pedagogical motion examine' has come from over two decades' adventure of engaging in such study, and greater than six years of encouraging colleagues to hold out small scale stories at an institutional, nationwide and foreign point.

This available textual content illustrates what should be performed to enhance teaching/supporting studying via conducting motion examine to handle such questions equivalent to:

  • What am i able to do to enthuse my scholars?
  • What am i able to do to aid 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 kind extra available?
  • What goes fallacious in my seminars while my scholars do not speak?

Action learn for instructing and Learning bargains readers sensible suggestion on the way to learn their very own perform in the next schooling context. it's been written particularly to take the reader via every one level of the motion study approach with the final word objective of manufacturing a learn 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 examine on the subject of reflective perform and the scholarship of educating and learning.

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

Sample text

It could be claimed that universities have survived with a zero relationship, but that does NOT mean that all academics within those institutions are EITHER researchers OR teachers. (Hattie and Marsh, 2004: 1) They go on to say that what is important is how higher education conceives of the relationship and how it then determines the policies to make such a relationship happen. At an institutional level this would involve determining what a university with substantial evidence of a research–teaching nexus would look like.

Experience is undoubtedly an important element but, of itself, is not sufficient. We demand that our students become lifelong learners, so why not ourselves? Sotto (2007) questions how we privilege experience by reflecting on his own experience of fifteen years as a learner and another ten as a teacher and wondering why he had not learned more: it was becoming clear to me that one of the main effects of personal experience is to corroborate for us what we expect to experience. In other words, it looks as if, once we have got used to doing something in a certain kind of way, our experience often has the effect of reinforcing the way we actually do it.

Jon had long wrestled with the problem of trying to get his students to read more and he had been hopeful that the accessibility of e-books would improve the situation, but he found that it had made very little difference. Together, they pooled their collective experience and backgrounds, and discussed ways of carrying out a pedagogical action research study to find out why history students did not use e-books. Since neither of them came from a science, social science or educational background, they both felt a little uneasy with an ‘experimental’ design, but since Jon was very experienced in documentary analysis, they thought that a more narrative type of study would be appropriate.

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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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