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AutorenZhang, Qi; Amundsen, Cheryl
TitelExploring the Experiences of Faculty-Led Teams in Conducting Action Research
QuelleIn: Canadian Journal for the Scholarship of Teaching and Learning, 6 (2015) 1, Artikel 8 (20 Seiten)
PDF als Volltext (1); PDF als Volltext (2)    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1918-2902
DOI10.5206/cjsotl-rcacea.2015.1.8
SchlagwörterCollege Faculty; Case Studies; Action Research; Grants; Teamwork; Instructional Improvement; Foreign Countries; Knowledge Base for Teaching; Teacher Attitudes; Science Education; Science Teachers; Program Descriptions; Canada (Vancouver)
AbstractAction research has been suggested as a useful way to support university faculty to improve teaching and learning. However, there seems to be little knowledge about how faculty (and those who work with them) experience the process of doing action research. In order to explore team members' in-depth experience about what they learned and how they experienced conducting action research, this study documented the experiences of two action research project teams supported through an initiative at Simon Fraser University, the "Teaching and Learning Development Grants" program (TLDG). Using case study methodology, multiple types of data were collected and analyzed through an iterative process. The results showed that all the team members perceived they had developed professional knowledge through participating in the projects. Most team members perceived a positive experience of teamwork as well as satisfaction with the experience of conducting action research. (As Provided).
AnmerkungenUniversity of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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