Download Action Research in Teaching and Learning by Lin S Norton PDF

By Lin S Norton

A useful, down-to-earth consultant if you paintings in instructing and studying in universities, this publication might be critical examining if you happen to wish to perform motion learn on their lonesome perform. Lin S Norton's thought of 'pedagogical motion examine' has come from over 20 years' adventure of engaging in such examine, and greater than six years of encouraging colleagues to hold out small scale stories at an institutional, nationwide and foreign point.

This available textual content illustrates what may be performed to enhance teaching/supporting studying via undertaking motion study to deal with such questions reminiscent of:

  • What am i able to do to enthuse my scholars?
  • What am i able to do to assist scholars turn into extra analytical?
  • How am i able to support scholars to hyperlink conception with their perform?
  • What am i able to do to make my lecturing sort extra available?
  • What goes flawed in my seminars while my scholars do not speak?

Action examine for instructing and Learning bargains readers functional recommendation on tips to study their very own perform in the next schooling context. it's been written in particular to take the reader via every one degree of the motion learn procedure with the last word objective of manufacturing a learn 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 learn in terms of reflective perform and the scholarship of training and learning.

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Extra info for Action Research in Teaching and Learning

Example text

I have been given so many suggestions by the staff development unit that I fear 30 Why be a reflective practitioner? the result might be a mishmash of innovative techniques which are exciting in themselves but which, if put together without an underlying pedagogical rationale, will possibly do more harm than good and confuse the students. I decide to focus on using the personal response system (PRS), an electronic device where students use handsets in the lecture theatre and can vote in answer to a number of questions I pose to them.

Research, then, needs to encourage action, which is beyond the immediate and specific, to build alliances and networks that press for change. Jon and Karen might want to take their research findings to other university history teachers, to raise questions about the way history is taught and learned, to think about the underlying purpose of history, to press for a new undergraduate curriculum for history and even further. Of course, this may well be too much for two individuals, nor may they hold such ambitious goals, but the point is that when research is published and disseminated, no matter how small and specific its original focus, it can be used by larger networks to inform and contribute to change on a grand scale.

While reporting on the research literature, I have also attempted to highlight the consequences of differing forms of reflection by using the device of scenarios.  Throughout the chapter I have argued that reflection on its own is not sufficient to effect change; action must be taken and one of the most effective ways of making sure that there is an improvement in learning and teaching is to carry out action research which is reflective and which will lead to a modification of practice.  Finally, I suggest in Appendix A some practical methods to get you started on reflecting on your own practice.

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