標題: Titlebook: Developing Language Teacher Autonomy through Action Research; Kenan Dikilita?,Carol Griffiths Book 2017 The Editor(s) (if applicable) and [打印本頁] 作者: VEER 時間: 2025-3-21 18:59
書目名稱Developing Language Teacher Autonomy through Action Research影響因子(影響力)
書目名稱Developing Language Teacher Autonomy through Action Research影響因子(影響力)學科排名
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書目名稱Developing Language Teacher Autonomy through Action Research網(wǎng)絡(luò)公開度學科排名
書目名稱Developing Language Teacher Autonomy through Action Research被引頻次
書目名稱Developing Language Teacher Autonomy through Action Research被引頻次學科排名
書目名稱Developing Language Teacher Autonomy through Action Research年度引用
書目名稱Developing Language Teacher Autonomy through Action Research年度引用學科排名
書目名稱Developing Language Teacher Autonomy through Action Research讀者反饋
書目名稱Developing Language Teacher Autonomy through Action Research讀者反饋學科排名
作者: NOTCH 時間: 2025-3-21 21:15 作者: 消極詞匯 時間: 2025-3-22 01:24 作者: 發(fā)起 時間: 2025-3-22 05:13 作者: 排斥 時間: 2025-3-22 11:05
Kenan Dikilita?,Carol GriffithsProvides practical tools and strategies for those conducting action research.Informs scholars about action research as a form of professional development for teachers.Discusses other forms of research作者: CLEFT 時間: 2025-3-22 16:55
http://image.papertrans.cn/d/image/269753.jpg作者: CLEFT 時間: 2025-3-22 18:02 作者: GROVE 時間: 2025-3-23 01:01 作者: 災(zāi)難 時間: 2025-3-23 04:09
Introduction to Action Research,n to discuss planning, collaborating with others to conduct studies and disseminating findings. Issues of research quality are discussed before outlining AR stages and types. Finally, key issues of autonomy, feasibility, and sustainability are debated.作者: 分開 時間: 2025-3-23 08:50
Research Methods: Options and Issues,re suggested, including those from both quantitative and qualitative paradigms, and examples are given. Issues with cross-sectional versus longitudinal and experimental versus quasi-experimental designs are discussed and exemplified. Other important concepts such as triangulation and piloting are also defined and discussed.作者: 可觸知 時間: 2025-3-23 12:02 作者: 柔美流暢 時間: 2025-3-23 16:05 作者: HOWL 時間: 2025-3-23 18:37
Presenting and Writing Up Action Research,nt to go this far) to presenting or publishing their research. A number of presentation options are suggested, and detailed guidance is given on the writing-up process. A personal journey through the publication process is narrated in the hope of encouraging those with an ambition to publish to persevere through the many hurdles.作者: GOAT 時間: 2025-3-23 23:35 作者: sigmoid-colon 時間: 2025-3-24 05:58 作者: 織布機 時間: 2025-3-24 09:19
Markus Gastpar,Werner Heinz,Peter Raschken to discuss planning, collaborating with others to conduct studies and disseminating findings. Issues of research quality are discussed before outlining AR stages and types. Finally, key issues of autonomy, feasibility, and sustainability are debated.作者: oblique 時間: 2025-3-24 13:10 作者: 冷漠 時間: 2025-3-24 17:41 作者: Foregery 時間: 2025-3-24 19:10 作者: nitric-oxide 時間: 2025-3-25 03:09 作者: entrance 時間: 2025-3-25 05:04
https://doi.org/10.1007/978-3-662-11890-0nes are given for this process and strategies for reporting the interpretations are suggested. In addition, teachers are guided to consider the limitations their study might have (there are always some, e.g. limited context, few participants), and to suggest how their study might be followed up, ext作者: Obligatory 時間: 2025-3-25 07:46
https://doi.org/10.1007/978-3-662-11890-0rch studies. The purpose of this chapter is to provide concrete illustrations of how studies have been carried out, some of which might appeal to action-researchers for replication purposes. At the end of the chapter, readers are asked to reflect on how the examples provided here might be applicable作者: Physiatrist 時間: 2025-3-25 14:35 作者: 哀求 時間: 2025-3-25 19:39
https://doi.org/10.1007/978-3-662-11890-0 those who may be intimidated by the process (we all like to know we are not the only ones who are struggling) and to provide inspiration from successfully completed studies, while acknowledging that not all action research encounters lead to successful completion.作者: cinder 時間: 2025-3-25 22:46 作者: 漸強 時間: 2025-3-26 03:29
https://doi.org/10.1007/978-3-319-50739-2professional development; teacher autonomy; action research; development strategy; bottom-up teacher dev作者: obstruct 時間: 2025-3-26 08:16
978-3-319-84479-4The Editor(s) (if applicable) and The Author(s) 2017作者: 等待 時間: 2025-3-26 12:17
Markus Gastpar,Werner Heinz,Peter Raschken to discuss planning, collaborating with others to conduct studies and disseminating findings. Issues of research quality are discussed before outlining AR stages and types. Finally, key issues of autonomy, feasibility, and sustainability are debated.作者: 不如屎殼郎 時間: 2025-3-26 14:02 作者: 叢林 時間: 2025-3-26 16:48 作者: 得罪 時間: 2025-3-26 21:39 作者: 粗鄙的人 時間: 2025-3-27 02:29 作者: Affiliation 時間: 2025-3-27 06:23 作者: forthy 時間: 2025-3-27 11:38 作者: 宴會 時間: 2025-3-27 16:28 作者: 寄生蟲 時間: 2025-3-27 19:57 作者: Arthropathy 時間: 2025-3-28 01:59
Research Methods: Options and Issues,re suggested, including those from both quantitative and qualitative paradigms, and examples are given. Issues with cross-sectional versus longitudinal and experimental versus quasi-experimental designs are discussed and exemplified. Other important concepts such as triangulation and piloting are al作者: shrill 時間: 2025-3-28 04:47 作者: thrombus 時間: 2025-3-28 08:33
Collecting the Data,e chapter then goes on to consider data collection options, including gathering data from multiple sources so that findings can be triangulated or cross-checked against each other. Numerous instruments for helping with the data collection process are suggested.作者: 的闡明 時間: 2025-3-28 12:48
Discussing the Data,nes are given for this process and strategies for reporting the interpretations are suggested. In addition, teachers are guided to consider the limitations their study might have (there are always some, e.g. limited context, few participants), and to suggest how their study might be followed up, ext作者: 顛簸地移動 時間: 2025-3-28 16:08
Example Studies,rch studies. The purpose of this chapter is to provide concrete illustrations of how studies have been carried out, some of which might appeal to action-researchers for replication purposes. At the end of the chapter, readers are asked to reflect on how the examples provided here might be applicable作者: 平項山 時間: 2025-3-28 20:15
Presenting and Writing Up Action Research,nt to go this far) to presenting or publishing their research. A number of presentation options are suggested, and detailed guidance is given on the writing-up process. A personal journey through the publication process is narrated in the hope of encouraging those with an ambition to publish to pers作者: Obloquy 時間: 2025-3-29 00:49 作者: 套索 時間: 2025-3-29 06:15
Conclusion, on cognitive, practical, and interactional levels, thereby leading to a more satisfying professional life. The need for sustainability is also emphasized so that teachers can be empowered to continue to benefit from the positive impact of their research endeavours in their ongoing professional care作者: 公式 時間: 2025-3-29 08:25
Book 2017t the research process is not always linear, the authors proceed according to a clear progression which teachers can adapt to their needs. They provide examples, narratives, questions and tasks, and give multiple ideas for establishing research questions, choosing appropriate methodologies, adapting作者: legislate 時間: 2025-3-29 12:10
Clarifying the Research Questions or Hypotheses,s in action research, and guidelines are suggested for delineating such questions and deciding on appropriate question types according to the research purpose. Some example questions are provided to stimulate ideas, and an example action research study which will proceed in stages throughout the book is begun here.作者: Curmudgeon 時間: 2025-3-29 18:15 作者: flaunt 時間: 2025-3-29 23:41 作者: Pelvic-Floor 時間: 2025-3-29 23:53
