Action Research in Teaching and Learning: A Practical Guide by Lin S Norton

By Lin S Norton

A useful, down-to-earth consultant in the event you paintings in educating and studying in universities, this ebook could be critical analyzing should you wish to perform motion learn on their lonesome perform. Lin S Norton's inspiration of 'pedagogical motion examine' has come from over 20 years' event of accomplishing such learn, and greater than six years of encouraging colleagues to hold out small scale reviews at an institutional, nationwide and overseas point.

This available textual content illustrates what could be performed to enhance teaching/supporting studying via conducting motion study to deal with such questions equivalent to:

  • What am i able to do to enthuse my scholars?
  • What am i able to do to aid scholars develop into extra analytical?
  • How am i able to aid scholars to hyperlink thought with their perform?
  • What am i able to do to make my lecturing kind extra available?
  • What goes incorrect in my seminars whilst my scholars do not speak?

Action examine for educating and Learning deals readers sensible suggestion on the best 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 procedure with the last word objective of manufacturing a learn examine that is 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 learn relating 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

Example text

Postareff, 2007: 18) Hammersley-Fletcher and Orsmond (2005), in their study on peer observation and reflective practice, describe reflective practitioners as those who use experiences as opportunities to consider both their pedagogical philosophy and their practice. In their view, reflective practice involves the process of teaching and, crucially, one’s own personal thinking behind it, rather than simply evaluating the teaching itself. It is, therefore, addressing the question of why as opposed to how and, most important, it is about learning from this process.

In thinking about the basic ‘issue’ of how he will get students motivated to study in this new and untried way, David decides to use an established motivation questionnaire, which he will administer to the students at the beginning, the middle and the end of his module. He chooses an experimental design with quantitative analysis, as he is comfortable with a scientific way of doing research and formulates a hypothesis that students’ motivation scores will steadily increase. David is keen to present his findings to his department and to the whole university in their annual learning and teaching conference, as he is convinced that if he can present his colleagues with hard evidence that his method works, they too will be converted to problem-based learning (PBL).

The short answer is that it cannot on its own serve such a purpose. For Eric, much work will need to be done with the department team on working on curriculum development, including close consultation with the university quality assurance unit as well as possible negotiations with the Royal College of Veterinary Surgeons (which is the UK regulatory body). However, this does not mean that carrying out an action research study would not be a valuable part of the longer curriculum development process.

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