Action Research Contributes More to Teaching than Just Solving Discrete Problems in the Classroom.

Autor/in	Mueller, Annie
Titel	Action Research Contributes More to Teaching than Just Solving Discrete Problems in the Classroom.
Quelle	(1994), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Classroom Research; Classroom Techniques; English (Second Language); Foreign Countries; Higher Education; Independent Study; Peer Relationship; Problem Solving; Research Methodology; Research Utilization; Second Language Instruction; Student Motivation; Teacher Attitudes; Teacher Expectations of Students + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Peer-Beziehungen; Problemlösen; Research method; Forschungsmethode; Forschungsumsetzung; Fremdsprachenunterricht; Schulische Motivation; Lehrerverhalten
Abstract	The experience of one group engaged in classroom research is recounted, focusing on the variety of uses to which the results were put. The report begins with an overview of classroom research principles, then describes the project in question. The researchers were seven teachers of English as a Second Language at the University of Hong Kong who collaborated to solve a specific problem: underuse of independent study facilities and materials. The objective became the identification of effective ways of motivating and training students for independent study. The research process used included seven steps: identification of the issue; a survey of teacher expectations about independent study; an action plan; implementation of the action; observation; reflection on the observations; and plan revision. The actions undertaken resulted in concrete outcomes in individual classrooms and also to changes in both underlying principles and materials development for several courses taught in the institution. The research group shared a variety of professional concerns in addition to the research objectives, and by doing so explored numerous facets of teaching and its context. It is concluded that the project was effective in more areas than anticipated. Contains 21 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC