Bridget Somekh – författare

The book examines action research into change in a range of educational settings, such as schools and classrooms, university departments, and a national evaluation of technology in schools. The opening chapter presents eight methodological principles and discusses key methodological issues. The focus then turns to action research in broader contexts such as ‘southern’ countries, health, business and management, and community development. Each chapter thereafter takes a specific research project as its starting point and critically reviews its design, relationships, knowledge outcomes, political engagement and impact.

Action Research is important reading for postgraduate students and practitioner researchers in education, health and management, as well as those in government agencies and charities who wish to research and evaluate change and development initiatives. It is also valuable for pre-service and in-service training of professionals such as teachers, nurses and managers.

Bridget Somekh draws on her experience of researching the introduction of ICT into education to look at ICT development over the last twenty years. The book provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. It covers the key issues relating to the innovation of ICT that have arisen over this period, including:

Bridget Somekh draws on her experience of researching the introduction of ICT into education to look at ICT development over the last twenty years. The book provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. It covers the key issues relating to the innovation of ICT that have arisen over this period, including:

Computers are not often associated with passion or culture, yet the use of information technology still has a surprisingly emotional effect on many people, including teachers and learners. This emotion may be anything from excitement and enthusiasm to anger or a sense of threat. Often, this strongly emotional response can prevent us from learning how to use IT effectively as a tool for learning. This book explores how IT can make a real difference to the quality of learning. Its approach takes account of some of the cultural, sociological and psychological factors, which influence how IT is used. The chapters are arranged in three parts. Part One explores the potential of IT as one of many tools which can influence the quality and experience of learning. Part Two looks at how teachers'' professional development can help them to use IT effectively in the classroom. Part Three examines strategies for co-ordinating and managing IT development across a whole school or department. Whether you class yourself as technophile or technophobe, this book will show you how you can use IT more effectively in teaching and learning.

Computers are not often associated with passion or culture, yet the use of information technology still has a surprisingly emotional effect on many people, including teachers and learners. This emotion may be anything from excitement and enthusiasm to anger or a sense of threat. Often, this strongly emotional response can prevent us from learning how to use IT effectively as a tool for learning. This book explores how IT can make a real difference to the quality of learning. Its approach takes account of some of the cultural, sociological and psychological factors, which influence how IT is used. The chapters are arranged in three parts. Part One explores the potential of IT as one of many tools which can influence the quality and experience of learning. Part Two looks at how teachers'' professional development can help them to use IT effectively in the classroom. Part Three examines strategies for co-ordinating and managing IT development across a whole school or department. Whether you class yourself as technophile or technophobe, this book will show you how you can use IT more effectively in teaching and learning.

This collection from a highly impressive international group of educational researchers explores epistemological, methodological, and ethical-political issues in the production of knowledge about educational phenomena in contemporary society. The book is organized in two sections. The first focuses on how the enterprise of knowledge production is being influenced by global discourses of educational accountability, evidence-based practice and policy, and quality assessment. The second section features material that focuses more specifically on reconceiving both methodological matters and the kinds of knowledge that demand attention in this climate.

The book is unique in bringing together chapters by scholars well-known internationally for their original contributions to educational theory and research practice. Many books in this area are no more than guides on how to do research or text books reiterating rather narrow frameworks of research paradigms, this book both breaks new ground and sets the tone for discussions about the future path of educational research in the coming years.

This collection from a highly impressive international group of educational researchers explores epistemological, methodological, and ethical-political issues in the production of knowledge about educational phenomena in contemporary society. The book is organized in two sections. The first focuses on how the enterprise of knowledge production is being influenced by global discourses of educational accountability, evidence-based practice and policy, and quality assessment. The second section features material that focuses more specifically on reconceiving both methodological matters and the kinds of knowledge that demand attention in this climate.

The book is unique in bringing together chapters by scholars well-known internationally for their original contributions to educational theory and research practice. Many books in this area are no more than guides on how to do research or text books reiterating rather narrow frameworks of research paradigms, this book both breaks new ground and sets the tone for discussions about the future path of educational research in the coming years.

Now in its third edition, Teachers Investigate Their Work introduces both the theoretical concepts and the practical methods necessary for readers wishing to develop their action research.

Drawing from studies carried out by teachers and other professionals, as well as from the authors’ own international practical experience, the book provides detail on multiple educational contexts from primary education to university training and beyond. It contains over 50 practical methods and strategies to put into action, and explores key areas, such as:

This key text also provides crucial tools, such as:

A concise yet thorough introduction to action research, Teachers Investigate Their Work is an essential, practical, and easily accessible handbook for teachers, senior staff, and researchers who want to engage in innovation and improve their practice.

Now in its third edition, Teachers Investigate Their Work introduces both the theoretical concepts and the practical methods necessary for readers wishing to develop their action research.

Drawing from studies carried out by teachers and other professionals, as well as from the authors’ own international practical experience, the book provides detail on multiple educational contexts from primary education to university training and beyond. It contains over 50 practical methods and strategies to put into action, and explores key areas, such as:

This key text also provides crucial tools, such as:

A concise yet thorough introduction to action research, Teachers Investigate Their Work is an essential, practical, and easily accessible handbook for teachers, senior staff, and researchers who want to engage in innovation and improve their practice.

The handbook contains theoretical and practical based chapters by highly respected scholars whose work has been seminal in building knowledge and expertise in the field. It also contains chapters exemplifying the work of prominent practitioner and community groups working outside universities.

The Editors provide an introduction and conclusion, as well as an opening chapter which charts the historical development of action research and provides an analysis of its underlying theories. The handbook is organized into four sections, each beginning with a short introduction:

-Action research methodology: diversity of rationales and practices

-Professional: Knowledge production, staff development, and the status of educators

-Personal: Self-awareness, development and identity

-Political: Popular knowledge, difference, and frameworks for change

This is a key resource for scholars and graduate students at doctors and masters levels, as well as school leaders and administrators.

Susan Noffke is Associate Professor of Curriculum & Instruction at the University of Illinois - Urbana/Champaign and co-editor with R.B. Stevenson of Educational Action Research (Teachers College Press, 1995). She taught at the primary school level for a decade, and has led masters and doctoral level courses in action research for the past 20 years. She continues to work with many collaborative projects with schools and school districts.

Bridget Somekh is Professor of Educational Research at Manchester Metropolitan University, UK. She is a founder editor of the Educational Action Research journal and has been a co-ordinator of the Collaborative Action Research Network (CARN) for many years. She is co-editor of Research Methods in the Social Sciences (SAGE: 2005) and author of Action Research: a Methodology for Change and Development (Open University Press: 2006).

With chapters written by experienced research practitioners, this second edition has been extensively expanded and updated. There are seven completely new chapters, as well as:

- new material on literature reviews

- a new introduction to quantitative methods

- an expanded glossary

- Weblinks with free access to a wide range of peer-reviewed journal articles

- an annotated bibliography with conversational notes from authors in each chapter.

This book will act as your 'expert friend' throughout your research project, providing advice, explaining key concepts and the implications for your research design, and illustrating these with examples of real research studies.

With chapters written by experienced research practitioners, this second edition has been extensively expanded and updated. There are seven completely new chapters, as well as:

- new material on literature reviews

- a new introduction to quantitative methods

- an expanded glossary

- Weblinks with free access to a wide range of peer-reviewed journal articles

- an annotated bibliography with conversational notes from authors in each chapter.

This book will act as your ′expert friend′ throughout your research project, providing advice, explaining key concepts and the implications for your research design, and illustrating these with examples of real research studies.

The handbook contains theoretical and practical based chapters by highly respected scholars whose work has been seminal in building knowledge and expertise in the field. It also contains chapters exemplifying the work of prominent practitioner and community groups working outside universities.

The Editors provide an introduction and conclusion, as well as an opening chapter which charts the historical development of action research and provides an analysis of its underlying theories. The handbook is organized into four sections, each beginning with a short introduction:

-Action research methodology: diversity of rationales and practices

-Professional: Knowledge production, staff development, and the status of educators

-Personal: Self-awareness, development and identity

-Political: Popular knowledge, difference, and frameworks for change

This is a key resource for scholars and graduate students at doctors and masters levels, as well as school leaders and administrators.

Susan Noffke is Associate Professor of Curriculum & Instruction at the University of Illinois - Urbana/Champaign and co-editor with R.B. Stevenson of Educational Action Research (Teachers College Press, 1995). She taught at the primary school level for a decade, and has led masters and doctoral level courses in action research for the past 20 years. She continues to work with many collaborative projects with schools and school districts.

Bridget Somekh is Professor of Educational Research at Manchester Metropolitan University, UK. She is a founder editor of the Educational Action Research journal and has been a co-ordinator of the Collaborative Action Research Network (CARN) for many years. She is co-editor of Research Methods in the Social Sciences (SAGE: 2005) and author of Action Research: a Methodology for Change and Development (Open University Press: 2006).

With chapters written by experienced research practitioners, this second edition has been extensively expanded and updated. There are seven completely new chapters, as well as:

- new material on literature reviews

- a new introduction to quantitative methods

- an expanded glossary

- Weblinks with free access to a wide range of peer-reviewed journal articles

- an annotated bibliography with conversational notes from authors in each chapter.

This book will act as your 'expert friend' throughout your research project, providing advice, explaining key concepts and the implications for your research design, and illustrating these with examples of real research studies.