Learning to Read Critically in Teaching and Learning

Häftad, Engelska, 2003

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Beskrivning

`Learning to Read Critically in Teaching and Learning offers a contribution to the debates on curriculum and pedagogy. The title itself is especially noteworthy since it indicates quite clearly that the reader is being encouraged both to learn and to develop their critical faculties on the topic of teaching and learning. This is a clever multi-layering of meaning that reflects the aims of the book extremely well' - School Leadership & Management

This book combines a teaching text with exemplary reports of research and a literature review by international scholars. Part One offers ideas on: how to become a critical reader and self-critical writer of literature; how to apply these insights in planning a written assignment, dissertation or thesis.

The student is provided with a framework for the critical analysis of any text and shown how to incorporate it in a literature review.

Part Two presents accounts of leading-edge research from well-known contributors, offering insights into key issues in the field of teaching and learning. These accounts reflect diverse theoretical approaches, national contexts, topics, research designs, methods of data collection and analysis, and styles of reporting. The student is invited to practice literature review skills by applying the critical analysis questions to any research report.

Part Three is a critical literature review of a substantive issue in teaching and learning. It shows how a high-quality literature review may be constructed and addresses key issues in the field.

This book is essential for students on research-based masters and doctorate courses in teaching and learning; and for students undertaking research training in the humanities and social sciences.

This series, edited by Mike Wallace, supports research-based teaching on masters and taught doctorate courses in the humanities and social sciences fields of enquiry. Each book is a 'three in one' text designed to assist advanced course tutors and dissertation supervisors with key research-based teaching tasks and aims to:

•develop students' critical understanding of research literature

•increase students' appreciation of what can be achieved in small-scale investigations similar to those which they undertake for their dissertation

•present students with major findings, generalisations and concepts connected to their particular field.

Produktinformation

Utgivningsdatum:2003-09-23
Mått:170 x 242 x 16 mm
Vikt:430 g
Format:Häftad
Språk:Engelska
Serie:Learning to Read Critically series
Antal sidor:232
Upplaga:1
Förlag:SAGE Publications
ISBN:9780761947981

Utforska kategorier

Pedagogik inom Psykologi och pedagogik

Mer om författaren

Mike Wallace is a Professor of Public Management at Cardiff Business School, Cardiff University. From 2009 to 2012 he was the Economic and Social Research Council’s Strategic Adviser for Researcher Development. His research on managing change in the public services is reported in many books and academic journals. He is co-author, with Eric Hoyle, of the book Educational Leadership: Ambiguity, Professionals, and Managerialism (Sage, 2005), lead editor, with Michael Fertig and Eugene Schneller, of the book Managing Change in the Public Services (Blackwell, 2007), and lead co-author, with Michael Reed, Dermot O′Reilly, Jonathan Morris, Michael Tomlinson and Rosemary Deem, of the book Developing Public Service Leaders: Elite Orchestration, Change Agency, Leaderism, and Neoliberalization (Oxford University Press, 2023). His contribution to teaching at Cardiff centres on the design of postgraduate research programmes incorporating research methods training.

Recensioner i media

A useful and comprehensive guide for students embarking on dissertations. The first 2 chapters provide an excellent break down of the steps required to develop critical reading and writing skills.

Innehållsförteckning

PART ONE: BECOMING A CRITICAL CONSUMER OF THE LITERATURECritical Reading for Self-Critical Writing - Mike Wallace and Louise PoulsonDesigning and Writing about Research - Louise Poulson and Mike WallaceDeveloping a Critical Frame of MindPART TWO: MEETING THE CHALLENGE OF REPORTING RESEARCHChanging Instructional and Assessment Practices through Professional Development - Hilda Borko with Kathryn Davinroy, Carribeth Bliem and Kathryn CumboLearning from Homework - Martin Hughes and Pamela GreenhoughA Case StudyAn Inquiry into the Moral Dimensions of Teaching - Gary Fenstermacher and Virginia RichardsonInvestigating Formative Classroom Assessment - Harry Torrance and John PryorParticipation and Control in Learning - Diane Reay and Madeleine ArnotA Pedagogic Democratic Right?Primary School Teachers′ Theoretical Beliefs about Literacy - Louise Poulson and Elias AvramidisAn Exploratory StudyPART THREE: MEETING THE CHALLENGE OF REPORTING A REVIEW OF THE LITERATUREPromoting Inclusive Education - Elias Avramidis and Brahm NorwichA Review of Literature on Teachers′ Attitudes towards Integration and Inclusion