Teachers' voices for school change : an introduction to educative research
著者
書誌事項
Teachers' voices for school change : an introduction to educative research
（Routledge series in investigating schooling）
Routledge, 1992
- : pbk
大学図書館所蔵 件 / 全16件
-
該当する所蔵館はありません
- すべての絞り込み条件を解除する
この図書・雑誌をさがす
注記
Routledge series in investigating schooling
Bibliography: p. [195]-201. - Includes index
内容説明・目次
- 巻冊次
-
ISBN 9780415056120
内容説明
The debate over theory and practice which has raged in education over the past few years has increasingly placed the interests of education academics and those of teachers in schools in opposition. While the fostering of better relations between institutions of higher education and schools may smooth the surface, deeper questions of who is an expert and what constitutes educational knowledge remain untouched. "Teachers' Voices for School Change" describes an alternative approach in which experiential knowledge and knowledge based on academic inquiry are equally valued. A detailed methodological section shows how both the goals and agenda of research can be set by teachers and academics working in equal partnership. The book also shows how teachers can collaborate on the analysis of the relation of their own teaching intentions and classroom practices, to pressure for institutional change. The second half of the book, written by teachers, shows the educative research process in practice as the teachers work together to give themselves an effective voice.
- 巻冊次
-
: pbk ISBN 9780415056137
内容説明
The debate over theory and practice which has raged in education over the past few years has increasingly placed the interests of education academics and those of teachers in schools in opposition. While the fostering of better relations between institutions of higher education and schools may smooth the surface, deeper questions of who is an expert and what constitutes educational knowledge remain untouched. This book describes an alternative approach in which experiential knowledge and knowledge based on academic inquiry are equally valued. In a detailed methodological section it shows how the goals and the agenda of research can be set by teachers and academics working in equal partnership from personal and school histories through horizontal evaluation, in which teachers collaborate on the analysis of the relation of their own teaching intentions and classroom practices, to pressure for institutional change. The second half of the book, written by teachers shows the educative research process in practice as the teachers work together to give themselves an effective voice.
「Nielsen BookData」 より