PAR for the Course: A Congruent Pedagogical Approach for a PAR Methods Class

Autor/inn/en	Hammond, Joyce D.; Hicks, Maria; Kalman, Rowenn; Miller, Jason
Titel	PAR for the Course: A Congruent Pedagogical Approach for a PAR Methods Class
Quelle	In: Michigan Journal of Community Service Learning, 12 (2005) 1, S.52-66 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-0180
Schlagwörter	Graduate Students; Action Research; Faculty; Teaching Methods; Evaluation; Participatory Research; Undergraduate Students; Higher Education; Anthropology; Educational Anthropology; Well Being; Epistemology; Case Studies; Active Learning; Cooperative Learning; Models; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Projektforschung; Academic Staff; Lehrkörper; Teaching method; Lehrmethode; Unterrichtsmethode; Evaluierung; Forschungstätigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Anthropologie; Pädagogische Anthropologie; Well-being; Wellness; Wohlbefinden; Erkenntnistheorie; Case study; Fallstudie; Case Study; Aktives Lernen; Kooperatives Lernen; Analogiemodell
Abstract	In the past two years, three graduate students and a senior faculty member have co-taught a participatory action research (PAR) course to undergraduate and graduate students. In this article the co-teachers advocate a set of pedagogical principles and practices in a PAR-oriented classroom that establishes congruency with community PAR projects in which students participate. PAR in the classroom parallels, supports, and amplifies PAR lessons students learn in their community partnerships. (Contains 9 notes.) (As Provided).
Anmerkungen	Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10