A Researching Profession? [microform] : The Growth of Classroom Action Research / M. Cameron-Jones.
In education, action research is research carried out by practitioners with a view to improving their professional practice and understanding it better. This paper concentrates particularly upon classroom action research by inservice teachers, although the approach can also be embodied in preservice...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1983.
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MARC
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| 099 | |f ERIC DOC # |a ED266138 | ||
| 100 | 1 | |a Cameron-Jones, M. | |
| 245 | 1 | 2 | |a A Researching Profession? |h [microform] : |b The Growth of Classroom Action Research / |c M. Cameron-Jones. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1983. | ||
| 300 | |a 10 pages | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
| 338 | |a microfiche |b he |2 rdacarrier. | ||
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| 500 | |a ERIC Note: Paper presented at the Seminar on Pedagogy, (Glasgow, Scotland, December 10, 1983). A product of the Focus on Teaching Project, Moray House College of Education. |5 ericd. | ||
| 500 | |a ERIC Document Number: ED266138. | ||
| 520 | |a In education, action research is research carried out by practitioners with a view to improving their professional practice and understanding it better. This paper concentrates particularly upon classroom action research by inservice teachers, although the approach can also be embodied in preservice training courses and can embrace a very wide range of professional practice outside the classroom. Classroom action research is now seen as a major means of professional development, particularly within innovative inservice courses and programs and, as such, it is attracting growing support and interest. As this approach becomes more widespread, the notion of teacher-as-researcher becomes better developed and more fully understood. This paper outlines the origins of the approach, describes its characteristic features, gives examples, and presents two questions which it raises for Scotland: (1) how will this approach contribute to the development of in-service? (2) how will it contribute to the development of research? (Author/JD) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 650 | 1 | 7 | |a Action Research. |2 ericd |
| 650 | 1 | 7 | |a Classroom Research. |2 ericd |
| 650 | 0 | 7 | |a Educational Research. |2 ericd |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd |
| 650 | 0 | 7 | |a Participative Decision Making. |2 ericd |
| 650 | 0 | 7 | |a Professional Development. |2 ericd |
| 650 | 0 | 7 | |a Program Improvement. |2 ericd |
| 650 | 1 | 7 | |a Teacher Participation. |2 ericd |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Boulder Campus |c Offsite |d PASCAL Offsite |e ED266138 |h Other scheme |i microfiche |n 1 |