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Developing language teacher autonomy...

Dikilitas, Kenan.

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Developing language teacher autonomy through action research

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Developing language teacher autonomy through action research/ by Kenan Dikilitas, Carol Griffiths.
作者:	Dikilitas, Kenan.
其他作者:	Griffiths, Carol.
出版者:	Cham :Springer International Publishing : : 2017.,
面頁冊數:	xxvi, 304 p. :ill., digital ;24 cm.
內容註:	Chapter 1. Introduction to Action Research -- Chapter 2. Clarifying the research questions or hypotheses -- Chapter 3. Research methods: options and issues -- Chapter 4. Thinking about the context: setting (where?) and participants (who?) -- Chapter 5. Collecting the data -- Chapter 6. Analysing the data -- Chapter 7. Discussing the data -- Chapter 8. Example studies -- Chapter 9. Presenting and writing up the action research -- Chapter 10. Action researcher narratives -- Chapter 11. Conclusion.
Contained By:	Springer eBooks
標題:	Learner autonomy. -
電子資源:	http://dx.doi.org/10.1007/978-3-319-50739-2
ISBN:	9783319507392

Developing language teacher autonomy through action research
Dikilitas, Kenan.

Developing language teacher autonomy through action research[electronic resource] /by Kenan Dikilitas, Carol Griffiths. - Cham :Springer International Publishing :2017. - xxvi, 304 p. :ill., digital ;24 cm.

Chapter 1. Introduction to Action Research -- Chapter 2. Clarifying the research questions or hypotheses -- Chapter 3. Research methods: options and issues -- Chapter 4. Thinking about the context: setting (where?) and participants (who?) -- Chapter 5. Collecting the data -- Chapter 6. Analysing the data -- Chapter 7. Discussing the data -- Chapter 8. Example studies -- Chapter 9. Presenting and writing up the action research -- Chapter 10. Action researcher narratives -- Chapter 11. Conclusion.

This book advances the theory of action research, analyzing how it can be used to develop autonomy among language teachers. Although acknowledging that the research process is not always linear, the authors proceed according to a clear progression which teachers can adapt to their needs. They provide examples, narratives, questions and tasks, and give multiple ideas for establishing research questions, choosing appropriate methodologies, adapting to existing contexts, and collecting data. They also suggest possible instruments, and give clear instructions for carrying out the most common kinds of statistical procedures, and ideas for presenting, discussing, and writing up research findings. In spite of its practical bias, the book is theoretically and ethically rigorous, and contains an extensive glossary for quick and easy reference. It will appeal to trainee teachers, in-service teachers wanting to expand their own professional horizons or working for a higher qualification, and is an invaluable reference for teacher-educators and scholars.

ISBN: 9783319507392

Standard No.: 10.1007/978-3-319-50739-2doiSubjects--Topical Terms:

746199
Learner autonomy.

LC Class. No.: P53.457 / .D55 2017

Dewey Class. No.: 418.0071

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505 0 $a Chapter 1. Introduction to Action Research -- Chapter 2. Clarifying the research questions or hypotheses -- Chapter 3. Research methods: options and issues -- Chapter 4. Thinking about the context: setting (where?) and participants (who?) -- Chapter 5. Collecting the data -- Chapter 6. Analysing the data -- Chapter 7. Discussing the data -- Chapter 8. Example studies -- Chapter 9. Presenting and writing up the action research -- Chapter 10. Action researcher narratives -- Chapter 11. Conclusion.
520 $a This book advances the theory of action research, analyzing how it can be used to develop autonomy among language teachers. Although acknowledging that the research process is not always linear, the authors proceed according to a clear progression which teachers can adapt to their needs. They provide examples, narratives, questions and tasks, and give multiple ideas for establishing research questions, choosing appropriate methodologies, adapting to existing contexts, and collecting data. They also suggest possible instruments, and give clear instructions for carrying out the most common kinds of statistical procedures, and ideas for presenting, discussing, and writing up research findings. In spite of its practical bias, the book is theoretically and ethically rigorous, and contains an extensive glossary for quick and easy reference. It will appeal to trainee teachers, in-service teachers wanting to expand their own professional horizons or working for a higher qualification, and is an invaluable reference for teacher-educators and scholars.
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