In Action Research: Living Theory, Jean McNiff and Jack Whitehead set out their vision for action research in the 21st Century. This is a passionate, and compelling book, that defines the philosophy behind action research and the process of doing action research for all those interested in this fast growing area. It sets in place the foundations of action research as a discipline, and roots action research as a compassionate , ethical and politically-engaged form of enquiry. McNiff and Whitehead's book will be essential reading for all those with an interest in Action Research.
In Action Research: Living Theory, Jean McNiff and Jack Whitehead set out their vision for action research in the 21st Century. This is a passionate, and compelling book, that defines the philosophy behind action research and the process of doing action research for all those interested in this fast growing area. It sets in place the foundations of action research as a discipline, and roots action research as a compassionate , ethical and politically-engaged form of enquiry. McNiff and Whitehead's book will be essential reading for all those with an interest in Action Research.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
PART ONE: BACKGROUNDS AND CONTEXTS Background to Our Research: Reasons and Purposes What Are Our Concerns? Contexts of Our Research Why Are We Concerned? Looking for Data What Experiences Can We Describe to Show Why We Are Concerned? PART TWO: GATHERING DATA AND GENERATING EVIDENCE Monitoring Practice and Gathering Data What Kind of Data Will We Gather to Show the Situation as It Unfolds Interpreting Data and Generating Evidence in Relation to Living Critical Standards of Judgement How Do We Explain Our Educational Influences in Learning? PART THREE: ESTABLISHING VALIDITY AND LEGITIMACY Validity, Legitimacy and Moral Authority How Do We Show that Any Conclusions We Come To Are Reasonably Fair and Accurate? The Potential Significance of Our Research How Do We Show the Potential Significance of Our Research? PART FOUR: IMPLICATIONS, EVALUATIONS AND DISSEMINATION Case Studies How Do We Show the Implications of Our Research? Evaluating the Account of Our Research How Do We Evaluate the Evidence-Based Account of Our Learning? PART FIVE: TESTING OUR CLAIMS TO EDUCATIONAL KNOWLEDGE Into New Research How Do We Modify Our Concerns, Ideas and Practices in the Light of Our Evaluations?
PART ONE: BACKGROUNDS AND CONTEXTS Background to Our Research: Reasons and Purposes What Are Our Concerns? Contexts of Our Research Why Are We Concerned? Looking for Data What Experiences Can We Describe to Show Why We Are Concerned? PART TWO: GATHERING DATA AND GENERATING EVIDENCE Monitoring Practice and Gathering Data What Kind of Data Will We Gather to Show the Situation as It Unfolds Interpreting Data and Generating Evidence in Relation to Living Critical Standards of Judgement How Do We Explain Our Educational Influences in Learning? PART THREE: ESTABLISHING VALIDITY AND LEGITIMACY Validity, Legitimacy and Moral Authority How Do We Show that Any Conclusions We Come To Are Reasonably Fair and Accurate? The Potential Significance of Our Research How Do We Show the Potential Significance of Our Research? PART FOUR: IMPLICATIONS, EVALUATIONS AND DISSEMINATION Case Studies How Do We Show the Implications of Our Research? Evaluating the Account of Our Research How Do We Evaluate the Evidence-Based Account of Our Learning? PART FIVE: TESTING OUR CLAIMS TO EDUCATIONAL KNOWLEDGE Into New Research How Do We Modify Our Concerns, Ideas and Practices in the Light of Our Evaluations?
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