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Since its first publication, Action Research: Principles and Practice has become a key text in its field. This new updated edition clearly describes and explains the practices of action research and its underlying values, and introduces important new ideas, including: all professionals should be reflective practitioners; they should produce their personal theories of practice to show how they are holding themselves accountable for their educational influences in learning; the stories they produce become a new people’s history of action research, with potential for influencing new futures. This new edition has expanded in scope, to contribute to diverse fields including professional development across the sectors and the disciplines. It considers the current field, including its problems as well as its considerable hopes and prospects for new thinking and practices. Now fully updated, this book contains: A wealth of case-study material New chapters on the educational significance of action research An overview of methodological and ethical discussion The book is a valuable addition to the literature on research methods in education and nursing and healthcare, and professional education, and contributes to contemporary debates about the generation and dissemination of knowledge and its potential influence for wider social and environmental contexts. Practitioners across the professions who are planning action research in their own work settings will find this book a helpful introduction to the subject while those studying on higher degree courses will find it an indispensable resource.
Jean McNiff urges teachers to develop and improve their own classroom practice by taking education research out of the confines of academia and conducting it themselves. Action Research is becoming increasingly important and useful. The author explains its philosophies and practices of action, illustrating her explanations with case studies of recent projects. She also reviews current trends in action research and examines key concepts in its development.
Since the first edition of this established text was published in 1988, action research has gained ground as a popular method amongst educational researchers, and in particular for practising teachers doing higher-level courses. In this new edition Jean McNiff provides updates on methodological discussions and includes new sections of case study material and information on supporting action research. The book raises issues about how action research is theorised, whether it is seen as a spectator discipline or as a real life practice, and how practitioners position themselves within the debate. It discusses the importance for educators of understanding their own work and showing how their educative influence can lead to the development of good orders in formal and informal learning settings and in the wider community. This second edition comes at a time when, after years of debate over what counts as action research, it is now considered an acceptable and useful part of mainstream research practice.
This book gives practical guidance on doing an action research project as part of an award-bearing course. Each section is supported by case study evidence drawn from the work of the authors' colleagues and students.
In this fascinating and very personal book, Jean McNiff, author of the successful Action Research: Principles and Practice, argues that educational knowledge is created by individual teachers as they attempt to express their own values in their professional lives. Working with case studies of actual practice, she looks again at the familiar action research paradigm of identifying a problem, imagining, implementing and evaluating a solution and modifying practice in the light of that evaluation. She gives practical advice on how working in this way can aid the professional development of action researcher and practitioner alike. She concludes that the best teaching is done by those who want to learn and who can show others how to be open to their own processes of self development.
New textbooks at all levels of chemistry appear with great regularity. Some fields such as basic biochemistry, organic re action mechanisms, and chemical thermodynamics are weil represented by many excellent texts, and new or revised editions are published sufficiently often to keep up with progress in research. However, some areas of chemistry, especially many of those taught at the graduate level, suffer from a real lack of up-to-date textbooks. The most serious needs occur in fields that are rapidly changing. Textbooks in these subjects usually have to be written by scientists actually involved in the research that is advancing the field. It is not often easy to persuade such individuals to set time aside to help spread the knowledge they have accumulated. Our goal, in this series, is to pinpoint areas of chemistry where recent progress has outpaced what is covered in any available textbooks, and then seek out and persuade experts in these fields to produce relatively concise but instruc tive introductions to their fields. These should serve the needs of one semester or one quarter graduate courses in chemistry and biochemistry. In so me cases the availability of texts in active research areas should help stimulate the creation of new courses.

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