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Teachers as researchers : qualitative inquiry as a path to empowerment

Author: Joe L Kincheloe
Publisher: London ; New York : RoutledgeFalmer, 2003.
Series: Teachers' library (London, England)
Edition/Format:   eBook : Document : English : 2nd edView all editions and formats
Summary:
"This book urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themselves." "Teachers are now being encouraged to carry out research in order to improve their effectiveness in the classroom, but this book suggests that they also reflect on and challenge the reductionist and technicist methods that promote a 'top-down'
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Kincheloe, Joe L.
Teachers as researchers.
London ; New York : RoutledgeFalmer, 2003
(DLC) 2002026985
(OCoLC)50169541
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Joe L Kincheloe
ISBN: 0203164334 9780203164334 0203497317 9780203497319 9786610316656 6610316651
OCLC Number: 52160990
Description: 1 online resource (vi, 296 pages).
Contents: Ch. 1. Introduction: Positivistic Standards and the Bizarre Educational World of the Twenty-first Century --
Ch. 2. Teachers as Researchers, Good Work, and Troubled Times --
Ch. 3. Connecting Knower and Known: Constructing an Emancipating System of Meaning --
Ch. 4. Exploring Assumptions Behind Educational Research: Defining Positivism in a Neo-Positivist Era --
Ch. 5. What Constitutes Knowledge? --
Ch. 6. Purposes of Research: The Concept of Instrumental Rationality --
Ch. 7. The Quest for Certainty --
Ch. 8. Verifiability and the Concept of Rigor in Qualitative Research --
Ch. 9. The Value of the Qualitative Dimension. Ch. 10. Values, Objectivity and Ideology --
Ch. 11. The Foundations of Teacher Research: A Sample Syllabus.
Series Title: Teachers' library (London, England)
Responsibility: Joe L. Kincheloe.
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Abstract:

This text seeks to provide postgraduate students of education with a critique of teachers' work in an era marked by top-down, technical standards, and urges for a return to positivist notions of  Read more...

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