By Lin S Norton

ISBN-10: 0203870433

ISBN-13: 9780203870433

ISBN-10: 0415437946

ISBN-13: 9780415437943

ISBN-10: 0415468469

ISBN-13: 9780415468466

A functional, down-to-earth consultant in case you paintings in instructing and studying in universities, this publication should be integral examining when you want to perform motion examine all alone perform. Lin S Norton's suggestion of 'pedagogical motion learn' has come from over 20 years' adventure of conducting such examine, and greater than six years of encouraging colleagues to hold out small scale reports at an institutional, nationwide and overseas point.

This obtainable textual content illustrates what will be performed to enhance teaching/supporting studying through accomplishing motion learn to handle such questions similar 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 concept with their perform?
  • What am i able to do to make my lecturing sort extra obtainable?
  • What goes incorrect in my seminars whilst my scholars do not speak?

Action examine for instructing and Learning deals readers functional recommendation on the way to examine 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 objective of manufacturing a study learn that's publishable. Cognisant of the sector’s view on what's gave the impression to be ‘mainstream research’, the writer has additionally written a considerable theoretical part which justifies where of pedagogical motion examine when it comes to reflective perform and the scholarship of educating and learning.

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Extra resources for Action research in teaching and learning : a practical guide to conducting pedagogical research in universities

Sample text

However, we cannot conclude from the information at hand that the link is strongly positive … though it is likely to be stronger at postgraduate than undergraduate levels. (Zaman, 2004: 5) Hattie and March’s research has been widely cited and used to suggest that funding for research and teaching in higher education should be separated, Pedagogical action research in university 15 see, for example, the UK government’s (Department of Education and Skills, 2003) white paper which was used by the government to make its case for teaching-only institutions.

One crucial, but not always mentioned, element is encouraging staff to undertake pedagogical research, which will improve their teaching and students’ learning. This links to the scholarship of teaching and learning which is a growing movement as described by Kreber (2005). I discuss this movement in some detail in Chapter 3. 06. They concluded that the common belief that research and teaching are inextricably entwined is an enduring myth. At best teaching and research are very loosely coupled.

If she is more concerned with changing institutional policy, Delyth has a much bigger task to accomplish, but she may well decide it is worth doing. One of the fundamental principles of action research as proposed by Carr and Kemmis (1986) is that educational action research should be emancipatory. In Delyth’s context she has the opportunity to do research which may generate a new theory of practice, which in turn, could influence policy making not only in her university but also across the sector.

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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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