Table of contents for Action research in teaching and learning / by Lin S. Norton.

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TITLE PAGE 
CONTENTS PAGE (pp1-10)
DEDICATION 
PREFACE (i-v)
FOREWORD 
ACKNOWLEDGMENTS 
CHAPTER 1. PUTTING PEDAGOGICAL ACTION RESEARCH INTO THE UNIVERSITY CONTEXT: WHAT ARE THE PRESSURES? ( pp 1-37).
CHAPTER 2. WHY BE A REFLECTIVE PRACTITIONER? (pp 38-62).
CHAPTER 3. WHY ENGAGE WITH THE SCHOLARSHIP OF TEACHING AND LEARNING? (pp 63-86).
CHAPTER 4. WHAT IS THE CASE FOR PEDAGOGICAL ACTION RESEARCH? (pp 87-122).
CHAPTER 5. WHERE DO YOU START A PEDAGOGICAL ACTION RESEARCH STUDY? ( pp123-152).
CHAPTER 6. WHAT ARE THE MOST SUITABLE RESEARCH METHODOLOGIES? ( pp 153-200).
CHAPTER 7. HOW CAN YOU ANALYSE QUALITATIVE DATA IN PEDAGOGICAL ACTION RESEARCH? ( pp 201-228).
CHAPTER 8. HOW CAN YOU ANALYSE QUANTITATIVE DATA IN PEDAGOGICAL ACTION RESEARCH? (pp 229-262).
CHAPTER 9. HOW CAN YOU DEVELOP AND ADAPT PEDAGOGICAL RESEARCH TOOLS? ( pp 263-301).
CHAPTER 10. WHAT ARE THE ETHICAL ISSUES INVOLVED IN PEDAGOGICAL ACTION RESEARCH? ( pp 302-328).
CHAPTER 11. GOING PUBLIC: HOW CAN YOU GROW THE INFLUENCE OF YOUR FINDINGS? ( pp 329-381).
FIGURES
FIGURES FOR CHAPTER 1:
FIGURE 1.1. REPRESENTATION OF NEUMANN, PARRY & BECHER?S (2002) DESCRIPTION OF DISCIPLINES.
FIGURES FOR CHAPTER 5:
FIGURE 5.1. BAR CHART SHOWING AVERAGE NUMBER OF JOURNALS
USED IN ASSIGNMENTS IN THREE PSYCHOLOGY COURSES.
FIGURE 5.2. BARCHART SHOWING AVERAGE NUMBER OF JOURNALS
USED IN ASSIGNMENTS OF TWO COHORTS OF COUNSELLING PSYCHOLOGY STUDENTS.
FIGURE 5.3. BAR CHART SHOWING AVERAGE NUMBER OF JOURNALS USED IN ASSIGNMENTS OF TWO COHORTS OF CRIME PSYCHOLOGY STUDENTS.
FIGURE 5.4. BAR CHART SHOWING AVERAGE NUMBER OF JOURNALS USED BY CRIME PSYCHOLOGY STUDENTS WHO ALSO TOOK COUNSELLING PSYCHOLOGY.
FIGURES FOR CHAPTER 6:
FIGURE 6.1 DECISION CHART FOR DECIDING ON APPROPRIATE RESEARCH METHOD (p.i)
FIGURE 6.2. SCATTERGRAM SHOWING A POSITIVE CORRELATION BETWEEN NUMBER OF LECTURES ATTENDED AND COURSEWORK MARKS. (p.ii)
FIGURE 6.3. SCATTERGRAM SHOWING A NEGATIVE CORRELATION BETWEEN AVERAGE NUMBER OF WEEKLY HOURS SOCIALIZING AND EXAM MARKS. (p.iii)
FIGURE 6.4. SCATTERGRAM SHOWING NO CORRELATION BETWEEN NUMBER OF SEMINARS ATTENDED AND EXAM MARKS. (p.iv)
FIGURES FOR CHAPTER 7:
FIGURE 7.1. INTERVIEW EXCERPT FROM NORTON & AIYEGBAYO, (2005) (p.i-iii)
FIGURE 7.2. AN EXAMPLE OF THE BEGINNING OF AN ANALYSIS (HYPOTHETICAL) (pp iv-v)
FIGURE 7.3. FIVE TRANSCRIPTS DIVIDED INTO INFORMATION UNITS (pp vi-vii)
FIGURES FOR CHAPTER 8:
FIGURE 8.1. BAR CHART SHOWING FREQUENCY COUNT IN RESPONSE TO THE QUESTIONNAIRE ITEM: ?WE ARE EXPECTED TO LEARN THE TOPICS OURSELVES.? (p.i)
FIGURE 8.2. PIE CHART SHOWING FREQUENCY COUNT IN RESPONSE TO THE QUESTIONNAIRE ITEM: ?WE ARE EXPECTED TO LEARN THE TOPICS OURSELVES.? (p.ii)
FIGURES FOR CHAPTER 9:
FIGURE 9.1. AN EXAMPLE OF THE IDEAL SELF INVENTORY. (p.i)
FIGURE 9.2. AN EXAMPLE OF A COMPLETED IDEAL LECTURE INVENTORY. (p.ii)
FIGURE 9.3. AN EXAMPLE OF A LEARNING OBJECTIVES QUESTIONNAIRE ON SEMINARS. (pp.iii-iv)
FIGURE 9.4. THE MODULE ASSESSMENT QUESTIONNAIRE (ADAPTED FROM STEWARD, NORTON, EVANS & NORTON, 2003). (ppv-vi)
FIGURE 9.5. HYPOTHETICAL EXAMPLE OF A ROLI ¸ PROFILE FOR ?SUZY?. (ppvi-vii)
FIGURE 9.6. S¿LJ¿?S (1979) HIERARCHICAL CONCEPTIONS OF LEARNING. (pp. viii-ix)
FIGURE 9.7. SAMPLE OF DATA SHOWING STAGES OF REFLECTIVE THINKING IN PSYCHOLOGY STUDENTS AT THE BEGINNING OF THE YEAR. (ADAPTED FROM NORTON, KAHN, VAN ARENDSEN & WALTERS, 2001). (pp x-xii)
FIGURES FOR CHAPTER 10:
FIGURE 10.1. VENN DIAGRAM SHOWING THE INTER-RELATING ASPECTS OF PEDD, PEDR AND PAR WITHIN THE SCHOLARSHIP OF TEACHING AND LEARNING. (p.i)
FIGURES FOR CHAPTER 11:
FIGURE 11.1. DECISION CHART FOR DECIDING ON APPROPRIATE METHODS OF DISSEMINATING AN ACTION RESEARCH PROJECT. (p.i)
FIGURE 11.2. SUGGESTED METHODS OF DISSEMINATING PEDAGOGICAL ACTION RESEARCH. (pp ii-iii)
TABLES
TABLES FOR CHAPTER 6:
TABLE 6.1. ALLOCATION TO EXPERIMENTAL GROUPS BASED ON ABILITY. (p.i)
TABLE 6.2. CALCULATION OF COMPOSITE RANKING FOR ABILITY AND MOTIVATION (pii)
TABLE 6.3. DR JONES? RECORDS ON ATTENDANCE, SOCIALIZING AND EXAMINATION PERFORMANCE. (p.iii)
TABLES FOR CHAPTER 7:
TABLE 7.1. PERCENTAGE OF TOTAL INFORMATION UNITS (N = 23) 
IN EACH CATEGORY, CONTENT ANALYZED FROM RESPONSES TO THE QUESTION ?WHAT DO YOU THINK UNIVERSITY TEACHING IS ALL ABOUT? (p.i)
TABLE 7.2. COMPARISON OF PERCENTAGES IN EACH CATEGORY DIVIDED INTO PROGRAMME COMPLETERS (15 UNITS) AND BEGINNERS (8 UNITS). (p.ii)
TABLES FOR CHAPTER 8:
TABLE 8.1. RAW DATA ON WEEKLY HOURS SPENT READING FROM DR JONES? RESEARCH. (p.i)
TABLE 8.2. RAW DATA IN RESPONSE TO THE QUESTIONNAIRE ITEM
?WE ARE EXPECTED TO LEARN THE TOPIC OURSELVES.? (pp ii-iii)
TABLE 8.3. COMPARISON OF EXAM PERFORMANCE BEFORE AND AFTER THE ELECTRONIC DISCUSSION INTERVENTION. (p.iv)
TABLE 8. 4. RESULTS OF WILCOXON TEST COMPARING EXAM PERFORMANCE BEFORE AND AFTER THE ELECTRONIC DISCUSSION FORUM. (p.v)
TABLE 8. 5. RESULTS OF T-TEST FOR RELATED MEASURES COMPARING EXAM PERFORMANCE BEFORE AND AFTER THE ELECTRONIC DISCUSSION FORUM. (p vi)
TABLE 8.6. COMPARISON OF EXAM PERFORMANCE BETWEEN GROUPS WITH DIFFERENT INTERVENTIONS. (pp. vii- viii)
TABLE 8.7. COMPARISON OF EXAM PERFORMANCE BETWEEN ELECTRONIC DISCUSSION AND EXTRA READING USING MANN WHITNEY. (p.ix)
TABLE 8.8. COMPARISON OF EXAM PERFORMANCE BETWEEN ELECTRONIC DISCUSSION AND EXTRA READING USING STUDENT?S t-TEST. (p.x)
TABLE 8.9. CONTINGENCY TABLE BASED ON TYPE OF QUESTIONS RAISED IN LECTURES AND SEMINARS. (p.xi)
TABLES FOR APPENDICES
TABLE C.1. CORRECT IDENTIFICATION OF LIBRARY CLASSIFICATION NUMBERS FROM ENGLISH DEPARTMENT ADAPTED FROM NORTON & NORTON (2000). (p.i)
APPENDICES
APPENDIX A. SOME SUGGESTED METHODS OF REFLECTING ON PRACTICE. (pp.i-iv)
APPENDIX B. AN EXAMPLE OF A RESEARCH PROTOCOL TAKEN FROM THE WRITE NOW CETL RESEARCH PROGRAMME. 
HTTP: <HTTP://WWW.WRITENOW.AC.UK/>. (pp.v- xiii)
APPENDIX C. CASE STUDY SHOWING HOW QUALITATIVE AND QUANTATIVE DATA CAN BE COMBINED. (pp. xiv- xvii)
APPENDIX D. EXPLORING WAYS OF MEASURING CONCEPTIONS OF LEARNING. (pp. xviii-xx)
APPENDIX E. EXAMPLE OF A COMPLETED PARTICIPANT INFORMATION SHEET. (pp xxi-xiv)
APPENDIX F. CONSENT FORM TEMPLATE. (p.xv)
APPENDIX G. ETHICS SUBMISSION TEMPLATE. (pp. xvi-xix)
APPENDIX H. CASE STUDY OF A PEDAGOGICAL ACTION RESEARCH STUDY TO ILLUSTRATE SOME ETHICAL ISSUES. (pp.xx-xxv)
APPENDIX I. EXAMPLE OF AN UNSUCCESSFUL ABSTRACT THAT WAS SUBMITTED TO A CONFERENCE AS A RESEARCH PAPER. (pp.xxvi-xxviii)
APPENDIX J. EXAMPLE OF A SUCCESSFUL ABSTRACT THAT WAS SUBMITTED TO A CONFERENCE AS A RESEARCH PAPER. (pp. xxix-xxx)
APPENDIX K. EXAMPLE OF A LETTER TO THE EDITOR OF A JOURNAL ACCOMPANYING A REWRITTEN MANUSCRIPT. (p.xxxi)
APPENDIX L. EXAMPLE OF A RESPONSE TO REVIEWERS? COMMENTS. (p.xxxii-xxxxiv)
APPENDIX M. EXAMPLE OF A BUDGET FOR AN INTERNALLY FUNDED RESEARCH BID. (ppxxxv-xxxvii)
BIBLIOGRAPHY
INDEX

Library of Congress Subject Headings for this publication:

Action research in education.