ISSN:0141-1926    

DOI:10.1080/0141192950210301

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe paper outlines the result of a one‐year project of action research into the prevalence and nature of racism in two primary schools and the implementation of multi‐cultural and anti‐racist guidelines in Scotland. Two schools are examined with respect to these factors by teachers. The conclusion is that the action research, although not officially supported by funding, except for a small amount from the University of Stirling, is nevertheless important. It has enabled teachers to examine a marginalised educational area related to social justice, and generate local and personal knowledge that can be translated into the leverage of power. The paper challenges assumptions about racism existing only ‘regionally’

ISSN:0141-1926    

DOI:10.1080/0141192950210302

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe paper reports my work as a teacher researcher on the Economic and Social Research Council funded project, ‘Groupwork with Computers’. It looks at intervention strategies that were adopted to promote gender equality and explores briefly other gender issues that emerged from the study. Data were gathered by interviewing pupils and colleagues and by classroom observation. It addresses the concerns of those teachers who find that despite their sensitivity to gender as an issue, the expected benefits do not necessarily accrue. It suggests that a greater emphasis on collaborative groupwork might in these circumstances be a fruitful path to pursue, in particular by encouraging children, and especially boys, to focus on their partners as well as the t

ISSN:0141-1926    

DOI:10.1080/0141192950210303

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThe European Council of Ministers decided in 1988 that all pupils in compulsory education, and all students in teacher education, would have a European dimension to their education. The paper outlines a novel approach to curriculum development for the European dimension, which involves a series of intensive, 1‐month programmes, incorporating an action research, school‐based approach for a multinational group of primary teacher education students. A constructivist approach is used to sequence the activities on the four aspects of the programme, the European dimension, teaching and learning, curriculum development, and the theme of the particular programme. The outcomes for one group of students are analysed on the basis of their diary writing to show that initial teacher education students can be supported in operating at demanding professional levels. This analysis is used as the basis for a commentary on my own learn

ISSN:0141-1926    

DOI:10.1080/0141192950210304

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThis paper is an exercise in reflexivity. The writer reflects on his efforts to develop a collaborative action research methodology for evaluating a professional development scheme which is designed to support ‘bottom‐up development planning’. The scheme in question is one in which an HEI collaborates with managers in secondary schools to establish school‐based, award‐bearing, programmes which are themselves based on a particular approach to action research: The writer is able therefore to explore the substantive focus of his research—the development of an insider methodology for teachers—through reflection on his own methodology as a practitioner researcher and vice versa. The paper also sets out a range of issues which have emerged so far and identifies some tentative ‘principles of procedure’ which provide a basis for the evaluatio

ISSN:0141-1926    

DOI:10.1080/0141192950210305

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThis paper outlines a project based on an approach to teacher empowerment through collaborative action research. Using accounts from teachers involved in the project, the conditions necessary for the development of collegiality on in‐service courses are explored. The nature and significance of agenda setting and ways of introducing tools for empowerment are described. The use of collaborative autobiography (CA), interpersonal process recall (1PR) and a general supervisory framework (GSF) are analysed in detail. The paper concludes with comment on the extent to which teachers are empowered by these tools to reconstruct the complex relationships between power, knowledge, ideology and schooling which dominate much of their working live

ISSN:0141-1926    

DOI:10.1080/0141192950210306

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractIn this invited paper, presented at the 1994 BERA conference, the author reviews key ideas arising from her own practice of action research and that of close colleagues over the past fifteen years, in particular John Elliott. The paper is divided into two parts. The first describes and comments upon the main characteristics of action research as perceived by this group; the second deals in rather more depth with a range of methodological and epistemological issues related to its practice. The latter include: the role of action research in teacher education and curriculum development; the context‐sensitive nature of action research and the resulting variations in its methodology in professional settings such as nursing, the police and commercial companies; the role of self in action research; the nature of practitioner knowledge; action research and writing; and action research and the structure‐agency deb

ISSN:0141-1926    

DOI:10.1080/0141192950210307

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractThis paper focuses upon the purposes, prejudices, practices and contexts of those who teach education in all its forms within higher education and schools. It examines some of the difficulties and challenges those in education departments whose significant history is school teaching face in extending their own learning opportunities as part of their moral purposes as professionals engaged in the ‘betterment’ of education, and it will suggest routes for research which might contribute to their thinking and action and thus, ultimately, to the education of students and pupils. There are, of course, examples of tutors in higher education engaging in development through ‘reflective practice’ and of pre‐service teacher education courses which are based upon notions of reflective practice. The purpose of this paper, however, is to examine the roles and responsibilities of teacher educators through an analysis of their historical, social and psychological contexts and, through this, to propose a particular partnership model of qualitative research and development which appears to ‘fit’ close

ISSN:0141-1926    

DOI:10.1080/0141192950210308

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192950210309

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

AbstractA secondary school teacher follows a formal process of action research in the deliberate improvement of her teaching of a mixed ability group during the first year of their GCSE course. She explores different factors in the classroom which could be an asset to successful active learning through the accessing of learning resources in the classroom. She consults the pupils, tests her hypotheses through observation, testing, questions and photographs to uncover what action needed to be tried to improve the learning situation for the pupils. She found that her ‘improved’ methods were slower than her habitual teaching methods but they yielded better results. Her account contains careful detail of the process that she experien

ISSN:0141-1926    

DOI:10.1080/0141192950210310

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY