Literature-informed, one-turn action research: three cases and a commentary
Cain, Tim, Holmes, Melanie, Larrett, Alison and Mattock, Joanna (2007) Literature-informed, one-turn action research: three cases and a commentary. British Educational Research Journal, 33, (1), 91-106. (doi:10.1080/01411920601104532).
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Although action research is a common feature of courses of initial teacher training, the evidence as to its efficacy, in encouraging reflection among trainees, is mixed. This article discusses cases of action research assignments carried out by three trainees into their own practice in relation to a) behaviour management, b) monitoring and assessing, and c) pupil-centred education. The assignments are analysed using Bloom’s (1964) typology of thinking skills, Handal & Lauvas’ (1987) model of reflective practice, and typologies of action research by Noffke (1997) and Rearick & Feldman (1999). They are positioned as cases of ‘literature-informed, one-turn’ action research; a concept which is discussed in relation to other concepts of action research.
|Digital Object Identifier (DOI):||doi:10.1080/01411920601104532|
|Keywords:||action research, initial teacher education|
|Subjects:||L Education > L Education (General)|
|Divisions :||University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
University Structure - Pre August 2011 > School of Education > Leadership, School Improvement and Effectiveness
|Accepted Date and Publication Date:||
|Date Deposited:||17 Jan 2007|
|Last Modified:||31 Mar 2016 12:16|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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Literature-informed, one-turn action research: three cases and a commentary. (deposited 17 Jan 2007)
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