The Resource Becoming a teacher through action research : process, context, and self-study, Donna Kalmbach Phillips and Kevin Carr, (electronic resource)
Becoming a teacher through action research : process, context, and self-study, Donna Kalmbach Phillips and Kevin Carr, (electronic resource)
Resource Information
The item Becoming a teacher through action research : process, context, and self-study, Donna Kalmbach Phillips and Kevin Carr, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Massey University Library, University of New Zealand.This item is available to borrow from 1 library branch.
Resource Information
The item Becoming a teacher through action research : process, context, and self-study, Donna Kalmbach Phillips and Kevin Carr, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Massey University Library, University of New Zealand.
This item is available to borrow from 1 library branch.
- Language
- eng
- Edition
- 3rd edition
- Extent
- 1 online resource (1 online resource (254 pages))
- Contents
-
- Being a Student Teacher-Action Researcher
- Reconstruction: What I Understand Now About Action Research
- Content and Process Questions
- Self-Study 1.1: Personal Interview
- Cultural Context 1.1: To Deconstruct
- Cultural Context 1.2: Images of School and Society
- Introduction and Overview
- Exploring Areas of Interest: Listening to Self
- Explore your School Context: Listening to your Setting
- Building a Research Community: Colleagues, Coursework, and Literature
- Machine generated contents note:
- Formulating a Critical Question
- Sharpening Your Critical Question
- Dissecting Your Critical Question
- Summary
- Content and Process Questions
- Self-Study 2.1: Images of Self as Student Teacher-Researcher
- Cultural Context 2.1: Getting to Know Your Classroom Culture
- Cultural Context 2.2: Analyzing School Documents
- Introduction to Data Collection Methods
- Trustworthy Data Collection
- Introduction to the Cultural Context Activities
- Data Collection Methods
- Purpose and Data Collection
- Understanding Triangulation
- Bringing it all Together: Your Research Data Compilation
- Problematizing Practice: Applying the Key Concepts of Data Collection
- Synthesizing the Act of Data Collection
- Content and Process Questions
- Self-Study 3.1: Personal Perspective and Reading the Classroom
- Cultural Context 3.1: The Art and Craft of Negotiation
- Cultural Context 3.2: When "New" Information Changes the Design
- Introduction to the Self-Study Activities
- Introduction to Action Research Design
- The Action Research Design
- The Context of the Study: Setting, Participants, and Researcher
- The Context of the Study: The Story Behind the Action Research Project
- Insight from Distant Colleagues (Literature Review)
- Methodology: How the Problem, Dilemma, and/or Issue Will Be Addressed
- Meaningful Results and Sharing
- Analyzing and Deconstructing the Action Research Design for Cultural Competency
- Summary
- Content and Process Questions
- Images of Teacher and Researcher
- Self-Study 4.1: Rethinking your Action Research Design Through a Cultural Proficiency Lens
- Self-Study 4.2: The Action Research Design and Cultural Proficiency
- Cultural Context 4.1: Context Matters
- Introduction and Overview of Data Analysis and Interpretation
- Shared Concepts of Ongoing Data Analysis and Final Data Interpretation
- A Cycle for Ongoing Data Analysis
- Informal Ongoing Analysis
- Organizing Data for Ongoing Analysis
- Formal Ongoing Analysis and the Reflective Pause
- Resisting Conclusions: Going with the Questions, the Dilemmas, and the Conflict
- Exploring "Action" and "Research"
- Changing Courses: Using Ongoing Analysis to Redirect and/or Refine the Action Research Study
- Content and Process Questions
- Self-Study 5.1: The Teacher-Researcher as Strategic Intervention
- Self-Study 5.2: The Student Teacher-Researcher and Classroom Management
- Self-Study 5.3: Scaffolding the Learning
- Cultural Context 5.1: Practicing Deconstruction and Trustworthiness During Ongoing Data Analysis
- Final Data Interpretation: Introduction and Overview
- General Steps for Data Interpretation
- Data Interpretation Illustrated: Liri's Journey Through Data Interpretation
- Drafting Synthesis Statements
- Philosophical Underpinnings of Action Research
- Other Views of Data Interpretation: Alternative Scaffolds and Variations on These Scaffolds
- One Last Look at Criteria for Trustworthiness
- Content and Process Questions
- Self-Study 6.1: A Cautionary Tale of Data Interpretation: Pamela's Story and the Case for Self-Reflexivity
- Cultural Context 6.1: The Numbers Tell the Story
- Cultural Context 6.2: Reading Empirical Research
- Telling Your Story
- How Should Action Research Sound? The Cultural Context of Academic Work
- Guidelines for Going Public With Your Action Research
- Developing Personal and Professional Style and Voice
- Research Worlds, Research Lives: Forms of Action Research
- Moving from Data Interpretation to Public Presentation
- The Research Paper: Writing Your Story
- The Portfolio: Showing Your Story
- Using Art Forms to Represent Your Story
- Using Posters and Brochures to Display Your Story
- Celebrating and Sharing: Find Joy and Humility Through Action Research
- Content and Process Questions
- Looping Back and Articulating What You Know
- Reviewing Major Themes of Student Teacher Action Research
- Reviewing Action Research Technique
- Frameworks for Action Research Commonly Used by Preservice Teachers
- Reconsidering Triangulation
- Action Research and Your First Year of Teaching
- Action Research, Energy, Enthusiasm, and Loving Your Job as a Teacher
- Becoming an Agent of Change Through Action Research
- Forming a Vision, Creating a Plan
- Beginning Again (and Always)
- Isbn
- 9781317963851
- Label
- Becoming a teacher through action research : process, context, and self-study
- Title
- Becoming a teacher through action research
- Title remainder
- process, context, and self-study
- Statement of responsibility
- Donna Kalmbach Phillips and Kevin Carr
- Language
- eng
- Cataloging source
- CDX
- http://library.link/vocab/creatorName
- Phillips, Donna Kalmbach
- Dewey number
- 370.7
- Illustrations
- illustrations
- Index
- no index present
- Literary form
- non fiction
- Nature of contents
- dictionaries
- http://library.link/vocab/subjectName
-
- Action research in education
- Teachers
- Label
- Becoming a teacher through action research : process, context, and self-study, Donna Kalmbach Phillips and Kevin Carr, (electronic resource)
- Carrier category
- online resource
- Carrier category code
- cr
- Carrier MARC source
- rdacarrier
- Content category
- text
- Content type code
- txt
- Content type MARC source
- rdacontent
- Contents
-
- Being a Student Teacher-Action Researcher
- Reconstruction: What I Understand Now About Action Research
- Content and Process Questions
- Self-Study 1.1: Personal Interview
- Cultural Context 1.1: To Deconstruct
- Cultural Context 1.2: Images of School and Society
- Introduction and Overview
- Exploring Areas of Interest: Listening to Self
- Explore your School Context: Listening to your Setting
- Building a Research Community: Colleagues, Coursework, and Literature
- Machine generated contents note:
- Formulating a Critical Question
- Sharpening Your Critical Question
- Dissecting Your Critical Question
- Summary
- Content and Process Questions
- Self-Study 2.1: Images of Self as Student Teacher-Researcher
- Cultural Context 2.1: Getting to Know Your Classroom Culture
- Cultural Context 2.2: Analyzing School Documents
- Introduction to Data Collection Methods
- Trustworthy Data Collection
- Introduction to the Cultural Context Activities
- Data Collection Methods
- Purpose and Data Collection
- Understanding Triangulation
- Bringing it all Together: Your Research Data Compilation
- Problematizing Practice: Applying the Key Concepts of Data Collection
- Synthesizing the Act of Data Collection
- Content and Process Questions
- Self-Study 3.1: Personal Perspective and Reading the Classroom
- Cultural Context 3.1: The Art and Craft of Negotiation
- Cultural Context 3.2: When "New" Information Changes the Design
- Introduction to the Self-Study Activities
- Introduction to Action Research Design
- The Action Research Design
- The Context of the Study: Setting, Participants, and Researcher
- The Context of the Study: The Story Behind the Action Research Project
- Insight from Distant Colleagues (Literature Review)
- Methodology: How the Problem, Dilemma, and/or Issue Will Be Addressed
- Meaningful Results and Sharing
- Analyzing and Deconstructing the Action Research Design for Cultural Competency
- Summary
- Content and Process Questions
- Images of Teacher and Researcher
- Self-Study 4.1: Rethinking your Action Research Design Through a Cultural Proficiency Lens
- Self-Study 4.2: The Action Research Design and Cultural Proficiency
- Cultural Context 4.1: Context Matters
- Introduction and Overview of Data Analysis and Interpretation
- Shared Concepts of Ongoing Data Analysis and Final Data Interpretation
- A Cycle for Ongoing Data Analysis
- Informal Ongoing Analysis
- Organizing Data for Ongoing Analysis
- Formal Ongoing Analysis and the Reflective Pause
- Resisting Conclusions: Going with the Questions, the Dilemmas, and the Conflict
- Exploring "Action" and "Research"
- Changing Courses: Using Ongoing Analysis to Redirect and/or Refine the Action Research Study
- Content and Process Questions
- Self-Study 5.1: The Teacher-Researcher as Strategic Intervention
- Self-Study 5.2: The Student Teacher-Researcher and Classroom Management
- Self-Study 5.3: Scaffolding the Learning
- Cultural Context 5.1: Practicing Deconstruction and Trustworthiness During Ongoing Data Analysis
- Final Data Interpretation: Introduction and Overview
- General Steps for Data Interpretation
- Data Interpretation Illustrated: Liri's Journey Through Data Interpretation
- Drafting Synthesis Statements
- Philosophical Underpinnings of Action Research
- Other Views of Data Interpretation: Alternative Scaffolds and Variations on These Scaffolds
- One Last Look at Criteria for Trustworthiness
- Content and Process Questions
- Self-Study 6.1: A Cautionary Tale of Data Interpretation: Pamela's Story and the Case for Self-Reflexivity
- Cultural Context 6.1: The Numbers Tell the Story
- Cultural Context 6.2: Reading Empirical Research
- Telling Your Story
- How Should Action Research Sound? The Cultural Context of Academic Work
- Guidelines for Going Public With Your Action Research
- Developing Personal and Professional Style and Voice
- Research Worlds, Research Lives: Forms of Action Research
- Moving from Data Interpretation to Public Presentation
- The Research Paper: Writing Your Story
- The Portfolio: Showing Your Story
- Using Art Forms to Represent Your Story
- Using Posters and Brochures to Display Your Story
- Celebrating and Sharing: Find Joy and Humility Through Action Research
- Content and Process Questions
- Looping Back and Articulating What You Know
- Reviewing Major Themes of Student Teacher Action Research
- Reviewing Action Research Technique
- Frameworks for Action Research Commonly Used by Preservice Teachers
- Reconsidering Triangulation
- Action Research and Your First Year of Teaching
- Action Research, Energy, Enthusiasm, and Loving Your Job as a Teacher
- Becoming an Agent of Change Through Action Research
- Forming a Vision, Creating a Plan
- Beginning Again (and Always)
- Control code
- ocn870962652
- Dimensions
- unknown
- Edition
- 3rd edition
- Extent
- 1 online resource (1 online resource (254 pages))
- Form of item
- online
- Isbn
- 9781317963851
- Isbn Type
- (electronic bk.)
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
- c
- Other physical details
- illustrations
- http://library.link/vocab/ext/overdrive/overdriveId
- 560091
- Specific material designation
- remote
- System control number
- (OCoLC)870962652
- Label
- Becoming a teacher through action research : process, context, and self-study, Donna Kalmbach Phillips and Kevin Carr, (electronic resource)
- Carrier category
- online resource
- Carrier category code
- cr
- Carrier MARC source
- rdacarrier
- Content category
- text
- Content type code
- txt
- Content type MARC source
- rdacontent
- Contents
-
- Being a Student Teacher-Action Researcher
- Reconstruction: What I Understand Now About Action Research
- Content and Process Questions
- Self-Study 1.1: Personal Interview
- Cultural Context 1.1: To Deconstruct
- Cultural Context 1.2: Images of School and Society
- Introduction and Overview
- Exploring Areas of Interest: Listening to Self
- Explore your School Context: Listening to your Setting
- Building a Research Community: Colleagues, Coursework, and Literature
- Machine generated contents note:
- Formulating a Critical Question
- Sharpening Your Critical Question
- Dissecting Your Critical Question
- Summary
- Content and Process Questions
- Self-Study 2.1: Images of Self as Student Teacher-Researcher
- Cultural Context 2.1: Getting to Know Your Classroom Culture
- Cultural Context 2.2: Analyzing School Documents
- Introduction to Data Collection Methods
- Trustworthy Data Collection
- Introduction to the Cultural Context Activities
- Data Collection Methods
- Purpose and Data Collection
- Understanding Triangulation
- Bringing it all Together: Your Research Data Compilation
- Problematizing Practice: Applying the Key Concepts of Data Collection
- Synthesizing the Act of Data Collection
- Content and Process Questions
- Self-Study 3.1: Personal Perspective and Reading the Classroom
- Cultural Context 3.1: The Art and Craft of Negotiation
- Cultural Context 3.2: When "New" Information Changes the Design
- Introduction to the Self-Study Activities
- Introduction to Action Research Design
- The Action Research Design
- The Context of the Study: Setting, Participants, and Researcher
- The Context of the Study: The Story Behind the Action Research Project
- Insight from Distant Colleagues (Literature Review)
- Methodology: How the Problem, Dilemma, and/or Issue Will Be Addressed
- Meaningful Results and Sharing
- Analyzing and Deconstructing the Action Research Design for Cultural Competency
- Summary
- Content and Process Questions
- Images of Teacher and Researcher
- Self-Study 4.1: Rethinking your Action Research Design Through a Cultural Proficiency Lens
- Self-Study 4.2: The Action Research Design and Cultural Proficiency
- Cultural Context 4.1: Context Matters
- Introduction and Overview of Data Analysis and Interpretation
- Shared Concepts of Ongoing Data Analysis and Final Data Interpretation
- A Cycle for Ongoing Data Analysis
- Informal Ongoing Analysis
- Organizing Data for Ongoing Analysis
- Formal Ongoing Analysis and the Reflective Pause
- Resisting Conclusions: Going with the Questions, the Dilemmas, and the Conflict
- Exploring "Action" and "Research"
- Changing Courses: Using Ongoing Analysis to Redirect and/or Refine the Action Research Study
- Content and Process Questions
- Self-Study 5.1: The Teacher-Researcher as Strategic Intervention
- Self-Study 5.2: The Student Teacher-Researcher and Classroom Management
- Self-Study 5.3: Scaffolding the Learning
- Cultural Context 5.1: Practicing Deconstruction and Trustworthiness During Ongoing Data Analysis
- Final Data Interpretation: Introduction and Overview
- General Steps for Data Interpretation
- Data Interpretation Illustrated: Liri's Journey Through Data Interpretation
- Drafting Synthesis Statements
- Philosophical Underpinnings of Action Research
- Other Views of Data Interpretation: Alternative Scaffolds and Variations on These Scaffolds
- One Last Look at Criteria for Trustworthiness
- Content and Process Questions
- Self-Study 6.1: A Cautionary Tale of Data Interpretation: Pamela's Story and the Case for Self-Reflexivity
- Cultural Context 6.1: The Numbers Tell the Story
- Cultural Context 6.2: Reading Empirical Research
- Telling Your Story
- How Should Action Research Sound? The Cultural Context of Academic Work
- Guidelines for Going Public With Your Action Research
- Developing Personal and Professional Style and Voice
- Research Worlds, Research Lives: Forms of Action Research
- Moving from Data Interpretation to Public Presentation
- The Research Paper: Writing Your Story
- The Portfolio: Showing Your Story
- Using Art Forms to Represent Your Story
- Using Posters and Brochures to Display Your Story
- Celebrating and Sharing: Find Joy and Humility Through Action Research
- Content and Process Questions
- Looping Back and Articulating What You Know
- Reviewing Major Themes of Student Teacher Action Research
- Reviewing Action Research Technique
- Frameworks for Action Research Commonly Used by Preservice Teachers
- Reconsidering Triangulation
- Action Research and Your First Year of Teaching
- Action Research, Energy, Enthusiasm, and Loving Your Job as a Teacher
- Becoming an Agent of Change Through Action Research
- Forming a Vision, Creating a Plan
- Beginning Again (and Always)
- Control code
- ocn870962652
- Dimensions
- unknown
- Edition
- 3rd edition
- Extent
- 1 online resource (1 online resource (254 pages))
- Form of item
- online
- Isbn
- 9781317963851
- Isbn Type
- (electronic bk.)
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
- c
- Other physical details
- illustrations
- http://library.link/vocab/ext/overdrive/overdriveId
- 560091
- Specific material designation
- remote
- System control number
- (OCoLC)870962652
Library Links
Embed (Experimental)
Settings
Select options that apply then copy and paste the RDF/HTML data fragment to include in your application
Embed this data in a secure (HTTPS) page:
Layout options:
Include data citation:
<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.massey.ac.nz/portal/Becoming-a-teacher-through-action-research-/jK_waoPNOUE/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.massey.ac.nz/portal/Becoming-a-teacher-through-action-research-/jK_waoPNOUE/">Becoming a teacher through action research : process, context, and self-study, Donna Kalmbach Phillips and Kevin Carr, (electronic resource)</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.massey.ac.nz/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.massey.ac.nz/">Massey University Library, University of New Zealand</a></span></span></span></span></div>
Note: Adjust the width and height settings defined in the RDF/HTML code fragment to best match your requirements
Preview
Cite Data - Experimental
Data Citation of the Item Becoming a teacher through action research : process, context, and self-study, Donna Kalmbach Phillips and Kevin Carr, (electronic resource)
Copy and paste the following RDF/HTML data fragment to cite this resource
<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.massey.ac.nz/portal/Becoming-a-teacher-through-action-research-/jK_waoPNOUE/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.massey.ac.nz/portal/Becoming-a-teacher-through-action-research-/jK_waoPNOUE/">Becoming a teacher through action research : process, context, and self-study, Donna Kalmbach Phillips and Kevin Carr, (electronic resource)</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.massey.ac.nz/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.massey.ac.nz/">Massey University Library, University of New Zealand</a></span></span></span></span></div>
