MARC Record from harvard_bibliographic_metadata

LEADER: 01608cam a22002774a 4500
001 011878899-X
005 20090309085302.0
008 080520s2009 enka b 001 0 eng
010 $a 2008021897
020 $a0415437946 (pbk.)
020 $a9780415437943 (pbk.)
035 0 $aocn230801931
040 $aDLC$cDLC$dBAKER$dBTCTA$dBWK$dC#P$dYDXCP$dBWX$dCDX$dLMR
050 00 $aLB1028.24$b.N67 2009
082 00 $a370.72$222
082 00 $a378'.0072$222
100 1 $aNorton, Lin.
245 10 $aAction research in teaching and learning :$ba practical guide to conducting pedagogical research in universities /$cLin S. Norton.
260 $aLondon ;$aNew York :$bRoutledge,$c2009.
300 $axvii, 266 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references (p. [250]-260) and index.
505 0 $aPutting pedagogical action research into the university context: what are the pressures? -- Why be a reflective practitioner? -- Why engage with the scholarship of teaching and learning? -- What is the case for pedagogical action research? -- Where do you start a pedagogical action research study? -- What are the most suitable research methodologies? -- How can you analyse qualitative data in pedagogical action research? -- How can you analyse quantitative data in pedagogical action research? -- How can you develop and adapt pedagogical research tools? -- What are the ethical issues involved in pedagogical action research? -- Going public: how can you grow the influence of your findings?
650 0 $aAction research in education.
988 $a20090228
049 $aHMGG
906 $0DLC