‘Seeing the trees not just the wood’: steps and not just journeys in teacher action research

2.50
Hdl Handle:
http://hdl.handle.net/10547/294825
Title:
‘Seeing the trees not just the wood’: steps and not just journeys in teacher action research
Authors:
Casey, Ashley ( 0000-0002-8232-5727 )
Abstract:
Employing a number of data-gathering tools (reflective journals, unit diaries, post-cycle reflective analyses, student interviews and observations) this paper examines the residual and emergent effects of cooperative learning on the participants in a second, sequential unit of track and field athletics taught a year after the first intervention. It suggests that learning was both academic and social, and that participants felt the unit built on their prior learning about track and field because it was progressive, motivational and student-centred. The paper concludes by suggesting that, in seeking to understand a teacher’s pedagogical and curricular change process, we need to intersperse research that focuses on the journey towards change with research that explores the individual processes of change.
Citation:
Casey, A. (2013) ''Seeing the trees not just the wood’: steps and not just journeys in teacher action research', Educational Action Research, 21(2), pp.147-163
Publisher:
Taylor and Francis
Journal:
Educational Action Research
Issue Date:
2013
URI:
http://hdl.handle.net/10547/294825
DOI:
10.1080/09650792.2013.789704
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/09650792.2013.789704
Type:
Article
Language:
en
ISSN:
0965-0792; 1747-5074
Appears in Collections:
Physical Education and Sport Pedagogy Group

Full metadata record

DC FieldValue Language
dc.contributor.authorCasey, Ashleyen_GB
dc.date.accessioned2013-06-27T15:37:52Z-
dc.date.available2013-06-27T15:37:52Z-
dc.date.issued2013-
dc.identifier.citationCasey, A. (2013) ''Seeing the trees not just the wood’: steps and not just journeys in teacher action research', Educational Action Research, 21(2), pp.147-163en_GB
dc.identifier.issn0965-0792-
dc.identifier.issn1747-5074-
dc.identifier.doi10.1080/09650792.2013.789704-
dc.identifier.urihttp://hdl.handle.net/10547/294825-
dc.description.abstractEmploying a number of data-gathering tools (reflective journals, unit diaries, post-cycle reflective analyses, student interviews and observations) this paper examines the residual and emergent effects of cooperative learning on the participants in a second, sequential unit of track and field athletics taught a year after the first intervention. It suggests that learning was both academic and social, and that participants felt the unit built on their prior learning about track and field because it was progressive, motivational and student-centred. The paper concludes by suggesting that, in seeking to understand a teacher’s pedagogical and curricular change process, we need to intersperse research that focuses on the journey towards change with research that explores the individual processes of change.en_GB
dc.language.isoenen
dc.publisherTaylor and Francisen_GB
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/09650792.2013.789704en_GB
dc.rightsArchived with thanks to Educational Action Researchen_GB
dc.subjectcooperative learningen_GB
dc.subjectphysical educationen_GB
dc.subjectcurricular changeen_GB
dc.subjectX300 Academic studies in Educationen_GB
dc.title‘Seeing the trees not just the wood’: steps and not just journeys in teacher action researchen
dc.typeArticleen
dc.identifier.journalEducational Action Researchen_GB
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