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Developing Teachers and Teaching Ser.: Action Research for Educational Change by John Elliott (1991, Trade Paperback)
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About this product
Product Identifiers
PublisherMcgraw-Hill Education
ISBN-100335096891
ISBN-139780335096893
eBay Product ID (ePID)159353
Product Key Features
LanguageEnglish
Publication NameAction Research for Educational Change
Publication Year1991
SubjectEducational Policy & Reform / General, General, Research
TypeTextbook
AuthorJohn Elliott
Subject AreaNon-Classifiable, Education
SeriesDeveloping Teachers and Teaching Ser.
FormatTrade Paperback
Dimensions
Item Height0.2 in
Item Weight0 Oz
Item Length3.6 in
Item Width2.4 in
Additional Product Features
Intended AudienceCollege Audience
LCCN90-014193
Dewey Edition20
IllustratedYes
Dewey Decimal370.7804
Table Of ContentPart 1 Action research and professional learning teachers as researchers - an historical and biographical context supporting professional learning through action research - three case studies Part 2 Action research - dilemmas and innovation the theory/practice problem the fundamental characteristics of action research the dilemmas and temptations of the reflective practitioner a practical guide to action research Part 3 Action research in policy contexts action research and the emergence of teacher appraisal in the UK competency based training and the education of the professions - is a happy marriage possible ? the national curriculum and models of curriculum development
SynopsisThis book is concerned with action research as a form of teacher professional development. In it, John Elliot traces the historical emergence and current significance of action research in schools. He examines action research as a cultural innovation with transformative possibilities for both the professional culture of teachers and teacher educators in academia and explores how action research can be a form of creative resistance to the technical rationality underpinning government policy. He explains the role of action research in the specific contexts of the national curriculum, teacher appraisal and competence-based teacher training., This book is concerned with action research as a form of teacher professional development. In it, John Elliot traces the historical emergence and current significance of action research in schools. He examines action research as a "cultural innovation" with transformative possibilities for both the professional culture of teachers and teacher educators in academia and explores how action research can be a form of creative resistance to the technical rationality underpinning government policy. He explains the role of action research in the specific contexts of the national curriculum, teacher appraisal and competence-based teacher training.
LC Classification NumberLB1028.24.E45 1991
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