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

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    Authors
    Casey, Ashley
    Issue Date
    2013
    Subjects
    cooperative learning
    physical education
    curricular change
    X300 Academic studies in Education
    
    Metadata
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    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
    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
    ae974a485f413a2113503eed53cd6c53
    10.1080/09650792.2013.789704
    Scopus Count
    Collections
    Physical Education and Sport Pedagogy Group

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