Doing practitioner research differently / [edited by] Marion Dadds and Susan Hart ; with Tish Crotty ... [et al.].

Contributor(s):

Material type: Text

TextPublication details: London : RoutledgeFalmer, 2001.Description: vi, 196 p. ; 25 cmISBN:

0415237572 (cased)
0415237580 (pbk.)
9780415237581

Subject(s):

DDC classification:

370.72 DAD

Holdings
Item type	Current library	Call number	Status	Date due	Barcode
Standard Loan	Moylish Library Main Collection	370.72 DAD (Browse shelf(Opens below))	Available		R06829KRCC
Standard Loan	Thurles Library Main Collection	370.72 DAD (Browse shelf(Opens below))	Available		R12264KRCT

Browsing Moylish Library shelves, Shelving location: Main Collection Close shelf browser (Hides shelf browser)

Previous								Next
Previous	370.72 BEL Doing your research project : a guide for first-time researchers in education and social science	370.72 BEL Doing your research project : a guide for first-time researchers in education and social science /	370.72 BEL Doing your research project : a guide for first-time researchers in education and social science /	370.72 DAD Doing practitioner research differently /	370.72 GRE Handbook of complementary methods in education research /	370.72 MCN Action research : principles and practice /	370.72 MCT Participatory action research : international contexts and consequences /	Next

Enhanced descriptions from Syndetics:

Doing Practitioner Research Differently encourages those embarking on practitioner research to consider the validity of innovative methods and styles of reporting. The book looks at three methods of enquiry and reporting - visualisation, conversation and fictional writing.
Using practitioners' own accounts and research reports as case studies, this book explores the reasons why some practitioners reject the traditional research methods. It looks at the challenges faced by these practitioners and the conditions in higher education that encourage or inhibit innovative practitioner research. The case studies used illustrate that there are modes of enquiry and reporting that can foster the development of professional thinking and practice.

Includes bibliographical references and index.

Table of contents provided by Syndetics

List of figures (p. vii)
List of tables (p. viii)
Acknowledgements (p. ix)
1 Background and introduction (p. 1)
Part 1 Visualisation as a method of enquiry and reporting (p. 11)
2 Children with special needs, teachers with special needs (p. 13)
3 Visualisation in research and data analysis (p. 27)
Part 2 Conversation as a method of enquiry and reporting (p. 47)
4 Towards an understanding of autism: an outsider's attempt to get inside (p. 49)
5 Perceptions of purpose for children's writing (p. 68)
6 Communicative practices in a classroom for children with severe and profound learning difficulties: a case study of methodologies of reflective practice (p. 81)
Part 3 Fictional writing as a method of enquiry and reporting (p. 99)
7 Imaginary gardens-enigmatic encounters (p. 101)
8 Not a perfect offering (p. 121)
Part 4 Reflecting on innovation and quality in practitioner research (p. 141)
9 Innovation and quality in practitioner research (p. 143)
10 New thinking for new practices (p. 160)
11 Keeping moving (p. 174)
Appendix Assessment criteria (p. 181)
Bibliography (p. 183)
Index (p. 190)