Teacher research and school development. German approaches and international perspectives.

Sonst. Personen	Hollenbach, Nicole (Hrsg.); Tillmann, Klaus-Jürgen (Hrsg.)
Titel	Teacher research and school development. German approaches and international perspectives. Gefälligkeitsübersetzung: Lehrerforschung und Schulentwicklung. Deutsche Ansätze und internationale Perspektiven.
Quelle	Opladen: B. Budrich (2011), 259 S.Verfügbarkeit
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-3-86649-352-0
Schlagwörter	Reformpädagogik; Erziehungswissenschaft; Aktionsforschung; Forschung; Methode; Aktionsforschung; Belgien; Bielefeld; Deutschland; Forschung; Großbritannien; Habitus; Lehrer; Lehrerbildung; Management; Methode; Niederlande; Nordrhein-Westfalen; Österreich; Training; Ausbildung; Reformpädagogik; Internationaler Vergleich; Qualitätssicherung; Schulentwicklung; Kongress; Konzeption; Schulentwicklung; Laborschule; Lehrer; Lehrerbildung; Geschichte (Histor); Training; Management; Ausbildung; Internationaler Vergleich; Jahr 2007; Habitus; Kongress; Konzeption; Qualitätssicherung; Belgien; Bielefeld; Deutschland; Großbritannien; Niederlande; Nordrhein-Westfalen; Österreich
Abstract	"Action research is a specific approach to empirical school research. In fourteen articles different authors explain, how, why and under which circumstances AR - done by teachers and focused on practice-related problems in schools - can initiate curriculum development and help teachers to increase their professionalism. This book contains articles from European authors on the theoretical and practical development of action research. In Europe this approach is also called 'practitioner research', 'school improvement research', 'teacher research' or 'team research'. All of these synonyms focus on a type of educational research concentrating directly on practice-related problems in schools and aiming for practical improvements. The research practitioners are teachers as well as students, and the places of research are all fields of everyday school life." (author's abstract). Contents: Nicole Hollenbach, Klaus-Jürgen Tillmann: Action Research - Teacher Research - Praxis Research. An Introduction (7-20); Herbert Altrichter: Practitioner Research as an Accepted Element of Educational Science? Domestic and Foreign Developments (21-48); Elgrid Messner, Peter Posch: Action Research in Austrian Schools (49-66); Colleen McLaughlin: Teacher research in the UK - architecture and development (67-84); Andre Mottart, An De Bisschop: Research for and by Teachers in Flanders and the Netherlands (85-100); Klaus-Jürgen Tillmann: Teacher Research and School Development or: What Can Praxis Research Achieve in Schools? (101-118); Wolfgang Fichten, Hilbert Meyer: Research-based learning in Teacher Education the Oldenburg Model (119-144); Andreas Feindt: About Losing and Finding Research. Notes on the Researching "Habitus" of Teachers in the Development of Teaching (145-164); Marianne Horstkemper, Wolfgang Lauterbach: Educational Research as an Accompaniment to School Development Projects: Is There a Concept "Between Survey and Action Research"? (165-184); Annemarie von der Groeben: Teacher Research: Hartmut von Hentig's Concept (185-200); Nicole Hollenbach, Klaus-Jürgen Tillmann: The Teacher-Researcher Model at the Laboratory School: Initial Concept and Today's Practice (201-208); Josef Keuffer, Gabriele Klewin: The Teacher-Researcher Model at the Advanced Level Secondary School: Initial Concept and Today's Practice (209-218); Nicole Hollenbach: Between Professionalization and Overload: The Laboratorys' Teacher-Researcher Model from the Actors' Point of View (219-242); Wiltrud Döpp: Teacher Research: Experiences from over 30 Years (243-256).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2011/2