01639cam a2200253 a 450000100090000000300050000900500170001400800410003101000170007202000250008902000220011403500240013604000690016005000250022908200160025410000170027024501350028726000440042230000350046650400660050150507010056765000340126885600830130215298157Nust20170105101618.0080520s2009    enka     b    001 0 eng    a  2008021897  a9780415437943 (pbk.)  a0415437946 (pbk.)  a(OCoLC)ocn230801931  aDLCcDLCdBAKERdBTCTAdBWKdC#PdYDXCPdBWXdCDXdLMRdIAYdDLC00aLB1028.24b.N67 200900a370.72bNOR1 aNorton, Lin.10aAction research in teaching and learning :ba practical guide to conducting pedagogical research in universities /cLin S. Norton.  aLondon ;aNew York :bRoutledge,c2009.  axvii, 266 p. :bill. ;c24 cm.  aIncludes bibliographical references (p. [250]-260) and index.0 aPutting pedagogical action research into the university context: what are the pressures? -- Why be a reflective practitioner? -- Why engage with the scholarship of teaching and learning? -- What is the case for pedagogical action research? -- Where do you start a pedagogical action research study? -- What are the most suitable research methodologies? -- How can you analyse qualitative data in pedagogical action research? -- How can you analyse quantitative data in pedagogical action research? -- How can you develop and adapt pedagogical research tools? -- What are the ethical issues involved in pedagogical action research? -- Going public: how can you grow the influence of your findings? 0aAction research in education.413Table of contents onlyuhttp://www.loc.gov/catdir/toc/ecip0819/2008021897.html