Download Action Research for Improving Practice: A Practical Guide by Valsa Koshy PDF

By Valsa Koshy

A step by step advisor for selecting an motion examine subject; making plans acceptable motion; accumulating, reviewing, and examining facts; and writing the ultimate record or dissertation.

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How can we make school-based in-service sessions more effective? Adopting the new assessment for learning framework. ACTION RESEARCH AS PURPOSEFUL RESEARCH I quoted the views of a practising teacher, Laura, in the Introduction to this book, who used to feel that research was for the lucky few who pursued academic careers. Carrying out an action research project brought it home to her that it was possible for practising teachers to experience the research process and benefit from that experience.

If you are a student undertaking an action research project as part of an undergraduate or postgraduate course, you will be expected to demonstrate that you have considered the above questions before embarking on your study. ACTION RESEARCH AND PROFESSIONAL DEVELOPMENT At this point, let us take a moment to consider the salient features of action research which make it a useful methodology for practitioners by sharing Carr and Kemmis’s (1986) list of what action research entails. In their seminal work Becoming Critical they view action research as an integral part of critical professional development.

The aims of the teacher-researcher scheme presented below are worthy of consideration: To encourage teachers to engage with research and evidence about pupils’ achievements, for example to use other people’s research to inform their practice and/or to participate actively in research. To increase the capacity for high-quality, teacher-focused classroom research by supporting teacher involvement in the development of research proposals for external funding. To support teachers in designing, applying and for carrying out more medium and large-scale classroom-based research about pedagogy where teachers have an active role.

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