Basics of qualitative research: Grounded theory procedures and techniques

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

The power of feedback.

The study reported here examines the English language knowledge and performance of bilingual school children of Middle School age in Britain, in particular their acquisition and use of vocabulary. One of the chief premises of the research is that pupils from bilingual minority ethnic backgrounds suffer a major disadvantage while learning from the National Curriculum because they lack the necessary richness of word knowledge, accompanied by the conceptual frameworks expected in learning subjects such as science and geography. Furthermore, it is believed that by raising awareness among teachers and by the adoption of appropriate methods of vocabulary teaching founded on research, the vocabulary learning of bilingual pupils can be greatly increased. The aim of the study is to identify, describe and evaluate methods of vocabulary instruction currently used and to provide recommendations for suitable methods to be introduced. By means of an action research methodology implemented in a middle school, and with the joint participation of some members of staff and some pupils, classroom data was collected over a two and a half year period from teachers of science, geography and English and their pupils, supplemented with semi-structured interviews with teachers and support staff and conversations with children. These data provided material for a detailed analysis of exactly how individual words develop from first introduction into the pupils’ active vocabulary.

Teaching and Learning Vocabulary

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The New Meaning Of Educational Change

1.Why should teachers do action research? 2.Definitions and processes 3. Getting started 4. Observational techniques for collecting action research data 5. Non-observational techniques for data collection 6. Analysing action research data 7. Disseminating the research and sustaining the action 8. Collaborative action research in practice.

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Collaborative Action Research for English Language Teachers

Language, register and genre

A systematic way for readers to track down themes of interest through the thirty chapters would be via the seven section headings: professionalism, pedagogic knowledge, and research and practice being three examples. The introduction to each section is a guidepost. Thus an interest in ways of offering SLTE courses leads to Section Five, Contexts for SLTE. Here the four chapters refer to the course room (Singh and Richards), the school (Legutke and Schoker-v.Ditfurth), distance learning (Hall and Knox) and technology (Reinders). Section Three, on pedagogical knowledge, has chapters by Graves (writing about the curriculum), Bartels (knowledge about language) Ellis (SLA) and Hedgecock (discourse conventions). Following this trail my attention was caught by the details from Hedgecock, who supplements a theoretical discussion with lists of advice for starting practitioners, such as a four-step pair task for analysing a reading selection (p. 148). Following the thread on SLTE though research and practice (Section 7), I found three chapters, each by widely published authors, one of them Burns herself on action research. McKay’s “Second language classroom research” (Chapter 28) would be a starting point for new researchers wanting an overview of the topic before plunging into more detail via the lists of readings at the end of the chapter.

Cambridge Guide to Second Language Teacher Education

Focus on speaking

Action research is a relatively recent phenomenon in the field of English language teaching, having emerged in the literature predominantly since the late 1980s. In this article, I discuss the antecedents, definitions, processes, and purposes of action research in the field of English language teaching. Action research is also considered in relation to more established notions of basic and applied research. The current scope and nature of action research studies found in the literature are then analysed. The article concludes with a consideration of some of the challenges to the status of action research as a research methodology and the issues that will need to be addressed if action research by language teachers is to be sustainable.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444805002661

Anne Burns

Papers

Collaborative Action Research for English Language Teachers

Language, register and genre

Cambridge Guide to Second Language Teacher Education

Focus on speaking

Action research: an evolving paradigm?