Learning How to Learn, in Classrooms, Schools and Networks: Aims, Design and Analysis

Autor/inn/en	James, Mary; Black, Paul; McCormick, Robert; Pedder, David; Wiliam, Dylan
Titel	Learning How to Learn, in Classrooms, Schools and Networks: Aims, Design and Analysis
Quelle	In: Research Papers in Education, 21 (2006) 2, S.101-118 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
Schlagwörter	Foreign Countries; Educational Innovation; Research Design; Data Analysis; Qualitative Research; Learning Strategies; Program Evaluation; Research Methodology; Educational Research; Research and Development; Partnerships in Education; Models; Teaching Methods; Teacher Role; Educational Environment; Institutional Characteristics; Networks; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Instructional innovation; Bildungsinnovation; Forschungsdesign; Auswertung; Qualitative Forschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Programme evaluation; Programmevaluation; Research method; Forschungsmethode; Bildungsforschung; Pädagogische Forschung; Forschung und Entwicklung; Hochschulpartnerschaft; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Großbritannien
Abstract	This article provides an introduction to the TLRP Learning How to Learn Project and a context for the articles that follow in this special issue. The origins of the research, in a concern to investigate the organizational and network conditions that support innovation in teaching and learning, and in a perceived need to align research on pedagogy and assessment with research on school improvement, are described. Details of the overall development and research design are given as well as an explanation of the ways in which different forms of quantitative and qualitative data analysis are being integrated to interrogate a "logic model", both at whole sample level and in case studies. (Contains 2 figures, 1 table, and 8 endnotes.) (Author).
Anmerkungen	Routledge. 29 West 35th Street, New York, NY 10001. Tel: 212-216-7800; Fax: 212-564-7854; Web site: http://www.tandf.co.uk/journals.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10