Action research living theory
著者
書誌事項
Action research living theory
Sage, 2006
- : pbk
大学図書館所蔵 全12件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
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.
目次
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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