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Action Research in Teaching and Learning : a Practical Guide to Conducting Pedagogical Research in Universities.

Author: Lin Norton
Publisher: Milton : Routledge, 2018.
Edition/Format:   eBook : Document : English : 2nd edView all editions and formats
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Norton, Lin.
Action Research in Teaching and Learning : A Practical Guide to Conducting Pedagogical Research in Universities.
Milton : Routledge, ©2018
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Lin Norton
ISBN: 9781351376068 1351376063 9781351376051 1351376055 9781351376044 1351376047 9781315147581 1315147580
OCLC Number: 1066181137
Notes: Quantitative or qualitative?
Description: 1 online resource (321 pages)
Contents: Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; List of figures; List of tables; Acknowledgments; Foreword by Ruth Balogh; Preface to the second edition; 1. What does doing pedagogical action research mean in the current higher education context?; Introduction; What is pedagogical action research (PedAR)?; A personal anecdote; Student profiles; Students as adult learners; The higher education context; The micro level: why carve out a career in learning and teaching? The meso level: what influences do our academic departments/schools and disciplines have on our teaching practice?The macro/mega level: how do the institution and the university sector affect us?; Teaching excellence; Implications; 2. Why is reflective practice important?; Introduction; What do we mean by reflective practice?; Collaborative reflective practice and action research; Some limitations of reflective thinking and reflective practice; How does reflection relate to action research?; Why is reflective practice important in the higher education landscape? How does reflective practice relate to pedagogical action research?Reflective thinking and action research as transforming perspectives; How can reflective practice play a role in developing our teaching and learning?; Conclusion; 3. Why is the professionalization of university teaching important?; Introduction; Understanding students as learners; What do we mean by professionalism in university teaching and what are the challenges?; What do academic/educational developers need to consider?; How does scholarship fit into our understanding of professionalism? Conceptions of the scholarship of teaching and learning: what does the literature say?What is the present status of the scholarship of teaching and learning?; What part does academic leadership play in advancing pedagogy?; How can pedagogical action research contribute to the professionalization of learning and teaching?; Conclusion; 4. How can pedagogical action research contribute to career development?; Introduction; Career goals; Sessional staff; Graduate teaching assistants; Professional practitioners and visiting lecturers; Teachers and teacher educators. Action research and continuing professional developmentConclusion; 5. Where do you start a pedagogical action research study?; Introduction; The spiral of action research; Identifying the issue; 1. Asking the students: a qualitative, interpretivist approach; 2. Designing an intervention: the pros and cons of using an experimental approach; Overall conclusion; Activity answers; Further reading and resources on practical approaches to action research; Journal for publishing pedagogical action research; 6. What research methods should you choose?; Introduction; Writing a research protocol.

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This work is a powerful and well-informed discussion of the ways in which learning may be enhanced in the university sector through pedagogical action research as a practice-changing practice. Read more...

 
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